School Refusal Assessment Scale Research Articles

Some psychometric properties of the school refusal assessment scale–revised: Parent and child version in Tanzanian context

Considering the increase in primary and secondary school dropout rates worldwide, it is necessary to identify the underlying causes, particularly in places with high school refusal rates, such as Tanzania. Today, only a limited number of studies can explain, through valid and reliable measurements, why students in Tanzania refuse to attend school. The current study used confirmatory factor analysis techniques to investigate some psychometric properties of the child’s and parent’s versions of the School Refusal Assessment Scale–Revised (SRAS–R) in the Tanzanian population. Since previous studies found significant associations between the parent–child relationship and the risk of school refusal, we included the associations between the SRAS–R scales and measures of psychological control (parent ratings) and parent–child communication (child ratings) as external validity criteria. We collected data from five public primary schools, including 502 grades three to seven children with their parents (N = 465) in Ruvuma, Tanzania. Confirmatory factor analyses revealed that the four–factor model (avoidance of stimuli provoking negative affectivity, escape from aversive social situations, attention seeking, and tangible rewards) showed a good fit for both the parent and child versions of the SRAS–R. In line with expectations, we found a negative association between parent–child communication and school refusal and positive associations between the parent version of the SRAS–R subscales and the psychological control scale. The findings of this study support the use of this measurement in an African context and Tanzania specifically. The discussion stresses the appropriateness of Western cultural instruments in the African context.

School Refusal Behaviour and Social Skills in Children with Attention-Deficit/hyperactivity Disorder

ABSTRACT Children with Attention-Deficit/Hyperactivity Disorder (ADHD) have higher school absenteeism and poorer social skills compared with typically developing children. The objectives of this study were to investigate (1) which forms of school refusal behaviour (SRB) are more common and (2) the relationship between SRB and social skills in children with ADHD. Parents (N = 96) of children with ADHD (M age = 12.4, range 10–15, 61.5% boys) completed the School Refusal Assessment Scale – Revised and the Social Skills Improvement System. Findings were analysed using analysis of variance, correlational analyses, and multiple regression analyses. The most common forms of SRB were avoidance of aversive situations at school and seeking attention from significant others. Significant correlations between different forms of SRB and engagement, autistic traits, cooperation skills, and self-control were found. Less engagement significantly predicted more SRB due to avoidance of aversive situations, avoidance of social situations, and seeking attention from significant others in multiple regression analyses. Targeting social engagement in social skills training for children with ADHD may decrease SRB.

Psychosocial Program for Primary School Student to Overcome School Refusal Behavior

Background: School refusal behavior refers to a spectrum of problematic illegitimato absenteeism that includes youths who misschool or extended periods of time. School refusal behavior is the refusal to attend school due to emotional distress. School refusal differs from truancy in that children with school refusal feel anxiety or fear towards school. The term school refusal was coined to reflect that children have problems attending school for a variety of different reasons and these reasons might not be the expression of a true phobia such as separation or social anxiety. Aim: The aim of the present study was to develop the psychosocial program for school students to overcome school refusal behavior at basic school education. Design: A quasi-experimental design was used to achieve the aim of the study. Setting: This study was conducted at primary schools from Benha City, Qalubia Governorate, which is followed The Ministry of Education in Egypt. Subject: A systematic random method from six grade primary schools 69 students from Benha district on students with school refusal behavior. Tools: Three tools were used for data collection. Tool 1- Students Questionnaire includessocio-demographic data of studentsand their parents, medical and surgical history of parents. Tool 2- School refusal Assessment Scale. Tool 3- Spence children Anxiety Scale. Results: There was a highly statistically significant improvement in total score of school refusal behavior and total score of anxiety between pre and post implementation of the program. Conclusion: The study demonstrated that psychosocial program had a positive effect on overcoming school refusal behavior and anxiety among students at basic school education. Recommendations: A psychosocial program should be given for all school refusal students to enhance their social adjustment, reduce anxiety and overcome school refusal.

Correlation between Child Abuse and School Refusal among Primary School Children in Benha City

Child abuse is a serious problem that results in devastating and long lasting damage to individualand community at large. Child abuse is a global issue affects children of all ages, gender, races, andethnicities and in varied socio economic classes linked to causes of child morbidity, mortality,school refusal and educational dropout. Aim of the study: This study aimed to identify thecorrelation between child abuse and school refusal among primary school children in Benha City,Qaliubya Governorate. Sample: The study sample consisted of 400 students from 5th and 6th gradeof education from Alshahid Abdal-Monem Riad School. Research Design: A descriptivecorrelational design was utilized in this study. Tools: In this study two tools were used for datacollection: I) a structured interviewing questionnaire included socio-demographic data of thestudied students and their parents as well as questionnaire about different types of child abuse. II)School Refusal Assessment Scale. Results: The results revealed that, near to half of the studiedchildren have moderate level of child abuse from their family, near to half have high level of childabuse from school and less than half of them have mild level of school refusal behavior. Also, therewas a highly statistically positive correlation between total child abuse and total school refusalscales among primary school children in Benha city. Conclusion: The study concluded that studiedchildren exposed to child abuse from family, school, have exposed to mild level of school refusaland there was a highly statistically positive correlation between total child abuse and total schoolrefusal scales among primary school children in Benha city. Recommendations: Therapeuticguidance programs should be prepared for children who exposed to child abuse or have schoolrefusal. Psycho-educational programs should be integrated as nursing intervention for students andtheir parents to enhance their psychological wellbeing as well as reducing school refusal .

Association between School Refusal Behaviors and Anxiety Level among School-Age Children

Background: School refusal is considered a serious problem that may cause many stressors to the child and that also interferes with the child's social and educational achievement. Anxiety may not just associate with “school refusal”, but also including unexcused absences or truancy. The study aimed to investigate the association between school refusal behaviors and anxiety level among school-age children. Design: using a descriptive correlational research design was adopted for this study. Sample: - included 630 school-age children who selected randomly from five primary and preparatory schools at Sohag city in March 2019. Tools: A student demographic data and Child Anxiety-Related Emotional Disorders to assess a child's anxiety and The School Refusal Assessment Scale Revised (SRAS-R). Results: 13.42 ± 2.71 was the mean age of school-age children. Regarding the severity of school refusal was moderate among more than one third of school age children. There was a statistically significant association between School-age children's anxiety and their school refusal behaviors p < 0.05. Conclusion: school refusal behavior was significantly associated with anxiety level among school-age children. A high percentage of school-age children reported that primary reason for school refusal was the desire to stay with one or both parents at home Recommendations: School-age children should be provided with health information about behavioral strategies in the management of school refusal.

The Mediator Role of Academic Resilience in the Relationship of Anxiety Sensitivity, Social and Adaptive Functioning, and School Refusal With School Attachment in High School Students.

School has an important function in providing the environment for young people to acquire many skills and knowledge required by contemporary life, but the problems of attachment to school and problematic attendance all over the world reveal an increasing statistic. It is thought that some negative processes such as anxiety sensitivity, social and adaptive functioning, and school refusal can affect this problem. On the other hand, it is considered that the academic resilience of young people has an important protective function in terms of these risk factors. For this purpose, the mediator role of academic resilience between anxiety sensitivity, social and adaptive functioning, and school refusal and school attachment were examined in a Turkish sample of 452 high school students. In the process of data collection, the school refusal assessment scale, social and adaptive functioning scale, and academic resilience scale were adapted and used in the Turkish culture. In the data analysis, the structural equation model was used to determine the direct and indirect predictive effects between the variables. The results of the study showed that academic resilience fully mediated the relationship between anxiety sensitivity and school attachment, whereas it partially mediated the relationship between social and adaptive functioning and school refusal and school attachment. Based on the results of the study, it was evaluated that high academic resilience has a strong protective function against the problems of negative school attachment and problematic school absenteeism among young people, and this finding was discussed within the context of literature.

Diferencias de perfeccionismo en función del grado de rechazo escolar por evitar la afectividad negativa que provocan los estímulos escolares

El perfeccionismo es entendido como aquella tendencia a establecer elevados estándares de desempeño, acompañado de una evaluación excesivamente crítica de los mismos y una gran preocupación por cometer errores, cuestión por lo que se relaciona con diversos problemas patológicos.A su vez, uno de los factores de rechazo escolar, evalúa el rechazo de estímulos que provocan la afectividad negativa, referente a la ansiedad que provoca la obligación de asistir y permanecer en la escuela. Es decir, aquellos sentimientos negativos que puede provocar en algunos sujetos. El objetivo planteado en el siguiente estudio fue analizar si existen diferencias estadísticamente significativas de perfeccionismo en adolescentes con altas y bajas puntuaciones en la evitación de la afectividad negativa que provocan estímulos o situaciones relacionadas con el ámbito escolar, factor I de la School Refusal Assessment Scale-Revised for Children (SRAS-R-C). Para ello, se utilizó también la Child-Adolescent Perfectionism Scale (CAPS) con objeto de evaluar el perfeccionismo. La muestra seleccionada alcanzó un total de 1920 alumnos de entre 15 y 18 años (Medad = 16.31; DE = 1.00). Los resultados observados muestran diferencias en los grupos Perfeccionismo Socialmente Prescrito (PSP) y en Perfeccionismo Auto Orientado Crítica (PAO-C), con puntuaciones más elevadas en PSP (d = .19) y PAO-C (d = .42) cuanto mayor rechazo escolar. Estos resultados aportan un nuevo conocimiento en el ámbito científico teniendo en cuenta que pocos son los estudios en el país de Ecuador que midan las diferencias entre ambos constructos.

Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents.

School attendance problems negatively affect students’ development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.

The relationship between mental health and school absenteeism in a community sample of French secondary school students: four profiles derived from cluster analysis

School absenteeism is a serious problem among youths, varying in etiology and presentation. Youths presenting high levels of absence have previously been linked to mental health problems, academic difficulties and dropout, highlighting the need for early identification and intervention. The aim of this study is twofold: first, to identify profiles among a community sample of secondary school students based on school absence, internalizing and externalizing behavior using the Child Behavior Checklist (CBCL-YSR). Second, to examine the relationship between profiles regarding mental health problems based on the dimensions of the CBCL-YSR, the function of their school absence using the School Refusal Assessment Scale (SRAS) and school refusal using the SChool REfusal EvaluatioN (SCREEN). The profiles are compared on demographic variables, family characteristics, school performance and bullying. A community sample of 469 youths (10-16 year, M=12.1 years, SD=1.2) from six French secondary publics schools participated in this study. Using cluster analysis, four distinct profiles were identified. The clusters differed significantly on school absence, internalizing problems, externalizing problems, dimensions of the CBCL-YSR, and their function of absence on the SRAS. Clusters differed significantly on several demographic variables, school level, grade, repetition and bullying. The distinctions between the four profiles and their relevance are discussed.

Towards a comprehensive assessment of school absenteeism: development and initial validation of the inventory of school attendance problems.

School attendance problems (SAPs) become manifest in many ways and are associated with multiple risk factors, calling for comprehensive assessment methods. This study documents the development of the inventory of school attendance problems (ISAP), which assesses both the quality and the function of a broad spectrum of SAPs by first asking students with SAPs to rate the intensity of symptoms prior to or at school and then to rate their impact on school attendance. An empirically generated pool of 124 items was analyzed (explorative factor analysis) using a clinical sample of N = 245 students with SAPs (53.5% male; Mage: 14.4). The Youth Self Report (YSR), a German version of the School Refusal Assessment Scale (SRAS), and the extent of school absenteeism were used to determine construct validity. The resulting 48 items loaded on 13 factors. The 13 scales assess internalizing and externalizing symptoms (Depression, Social Anxiety, Performance Anxiety, Agoraphobia/Panic, Separation Anxiety, Somatic Complaints, Aggression, School Aversion/Attractive Alternatives) as well as emotional distress due to problems in the school or family context (Problems with Teachers, Dislike of the Specific School, Problems with Peers, Problems Within the Family, Problems with Parents). All scales showed good internal consistencies. Their correlations with the YSR and the SRAS indicated convergent and discriminant validity. Positive associations between most of the scales and the extent of school absenteeism were obtained. Although preliminary, these results support the usefulness of the ISAP for a comprehensive assessment of SAPs in clinical settings.

Differentiation Between School Attendance Problems: Why and How?

School attendance problems (SAPs) are heterogeneous with respect to etiology and presentation. The long history of conceptualizing SAPs has led to a vast array of terms and definitions as well as different perspectives on the most helpful approach to classification. For educators, practitioners, researchers, and policymakers, this presents a challenge in understanding, assessing, and intervening with SAPs. This paper outlines evolution in the conceptualization of SAPs, focusing on two contemporary approaches to differentiating between them. One approach draws on the longstanding differentiation between SAP types labeled school refusal, truancy, and school withdrawal. A fourth type of SAP, labeled school exclusion, is also considered. The other approach focuses on the function of absenteeism, measured via the School Refusal Assessment Scale (SRAS). Anecdotal and scientific support for the SAP typology is presented, along with the benefits and shortcomings of the SRAS approach to differentiation. The paper offers suggestions for how to differentiate between SAPs and introduces the SNACK, a brief screening measure that permits differentiation by SAP type.

Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education

Although the study of affective profiles has generated great interest in recent years, no investigations were found that analyze their relationship with school refusal. The present study identified the affective profiles arising from combining positive affect (PA) and negative affect derived from the 10-item Positive and Negative Affect Schedule for Children (PANAS-C) and determined the existence of significant differences between the found affective profiles in school refusal measures obtained from the School Refusal Assessment Scale Revised for Children (SRAS-R-C) in a sample of 1575 Spanish students (aged 8–11 years). On the one hand, cluster analyses confirmed the four affective profiles: Self-Fulfilling Profile (high PA and low NA), High Affective Profile (moderately high PA and high NA), Low Affective Profile (low PA and NA) and Self-Destructive Profile (low PA and high NA). On the other hand, post hoc contrasts showed that students from the Self-Destructive Profile scored significantly higher in the first three factors and the total score of the SRAS-R-C in comparison with the rest of profiles. Conversely, the Self-Fulfilling Profile obtained significantly higher scores in the fourth factor of the SRAS-R-C in comparison with the Low Affective and Self-Destructive Profiles. Due to the fact that the first three factors of the SRAS-R-C have been related with the presence of anxious or depressive symptomatology, the results of this manuscript confirmed that the Self-Destructive Profile is the most maladaptive affective profile and it is important to control and reduce the negative emotional reactions expressed by students in school situations.

School Refusal Assessment Scale–Revised Chilean Version: Factorial Invariance and Latent Means Differences Across Gender and Age

The School Refusal Assessment Scale–Revised (SRAS-R) is a self-report measure designed to assess four functional factors of school refusal behavior: avoidance of stimuli that provoke negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), pursuit of attention from significant others (Factor III), and pursuit of tangible reinforcement outside of school (Factor IV). The aim was to analyze the scale’s factorial invariance and latent means differences across gender and age in a sample of 2,678 Chilean adolescents aged 13 to 17 years ( M = 15.23; SD = 1.26). The hypothesized model revealed the best-fit model and remained invariant across gender and age. Good internal consistency was obtained for the four factors (.75, .72, .77, and .71). Latent means differences were found across gender and age.

Psychometric Properties of the German School Refusal Assessment Scale–Revised

The School Refusal Assessment Scale–Revised (SRAS-R) is a widely used measure of the functional conditions leading to school absenteeism. In the present study, we developed a German version of the SRAS-R and investigated its psychometric properties in a clinical sample ( N = 62) of referred school absentees aged 11 to 17 years. Results of an exploratory factor analysis revealed a four-factor solution for the self-rated version and a three-factor solution for the parent-rated version. All four subscales of the final 22-item German SRAS-R were internally consistent. Convergent and discriminant validity were shown by significant correlations with other scales assessing internalizing and externalizing symptoms. Overall, the German SRAS-R is a valuable instrument for assessing school absenting behavior. The results should be interpreted conservatively due to the limited sample size.

RELACIÓN ENTRE ATRIBUCIONES DE ÉXITO Y FRACASO ACADÉMICO EN EL ÁREA DE LENGUA Y RECHAZO ESCOLAR EN UNA MUESTRA DE ESTUDIANTES CHILENOS DE EDUCACIÓN SECUNDARIA

Abstract.School refusal is a factor that can influence academic performance and the latter is closely related to the type of authority that the students at his school successes and failures. Objective: To assess the relationship between attributions of academic success and failure in Language and School Refusal in a sample of students in primary and secondary education. Method: A total of 1183 students from 15 schools of Dims, whose age range was 13-18 years (M = 16, SD = 1.32). The school rejection was assessed with the “School Refusal Assessment Scale -Revised “ (SARS -R) which measures the rejection to avoid stimuli that provoke negative affectivity, escape from aversive social or evaluative situations, to get attention and to get positive rewards tangible outside school. Causal attributions were assessed with the “Sydney Attribution Scale” (SAS) that assesses the perceptions of the subjects to make their self-attributions in Language, from three types of causes (ability, effort, and external causes) and two types of results ( success and failure ) . The results indicate statistically significant differences between high and low rejection School attributing academic success to external causes, as well as with low specifically attributing failure to internal causes to the capacity. Conclusions: These results confirm the relationship between the variables studied; warn about the importance of preventing school refusal, as well as the need to redirect causal attributions, especially those relating to academic failure.Keywords: School Rejection, causal attributions, academic success, failureResumen.El rechazo escolar es un factor que puede influir en el rendimiento académico y éste último está estrechamente relacionado con el tipo de atribuciones que realizan los estudiantes ante sus éxitos y fracasos escolares. Objetivo: Comprobar la relación existente entre atribuciones de éxito y fracaso académico en Lenguaje y Rechazo Escolar en una muestra de estudiantes de educación básica y media. Método: Participaron 1183 estudiantes de 15 colegios de Ñuble, cuyo rango de edad fue 13 a 18 años (M = 16; DE = 1,32). El rechazo escolar se evaluó con la “School Refusal Assessment Scale-Revised” (SRAS-R) que mide el rechazo para evitar estímulos que provocan afectividad negativa, para escapar de situaciones sociales aversivas o evaluativas, para llamar la atención y para obtener recompensas positivas tangibles fuera del colegio. Las atribuciones causales se evaluaron con la “Sydney Attribution Scale” (SAS) que evalúa las percepciones de los sujetos al realizar sus autoatribuciones en Lengua, a partir de tres tipos de causas (capacidad, esfuerzo y causas externas) y dos tipos de resultados (éxito y fracaso). Los resultados indican diferencias estadísticamente significativas entre un alto nivel de Rechazo Escolar y una baja atribución de éxito académico a causas externas, así como también con una baja atribución del fracaso a causas internas específicamente a la capacidad. Conclusiones: estos resultados confirman la relación entre las variables estudiadas, alertan sobre la importancia de prevenir el rechazo escolar, así como también sobre la necesidad de reconducir las atribuciones causales, sobre todo las relativas al fracaso académico.Palabras claves: Rechazo escolar, atribuciones causales, éxito académico, fracaso

Functional Assessment of School Attendance Problems: An Adapted Version of the School Refusal Assessment Scale–Revised

The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. We examined the factorial validity of an adapted item set comprising 16 of the 24 SRAS-R items and eight items developed for this study. The eight items paralleled the content of the SRAS-R items being replaced but were less complex and ambiguous. Data were gathered from 199 youth with a SAP and 131 parents. Confirmatory factor analysis (CFA) of the adapted item set supported a four-factor model. Internal consistency reliability of the subscales was higher than it is commonly reported in SRAS-R studies. Concurrent validity was supported by associations between the four factors and measures of internalizing or externalizing behavior. The adapted SRAS-R may help professionals reliably assess the relative strength of factors maintaining SAPs. This is one of the few studies conducted independent of the instrument’s developer and in a school culture different from that where the instrument is usually tested.

PERFECCIONISMO SOCIALMENTE PRESCRITO COMO PREDICTOR DEL ALTO RECHAZO A LA ESCUELA

El creciente interés en el estudio del comportamiento de rechazo a la escuela se debe a las consecuencias negativas asociadas a esta problemática. Conocer aquellas variables psicoeducativas que predicen esta conducta resulta de interés para la comunidad científica en la actualidad. El objetivo de esta investigación fue analizar la capacidad predictiva el Perfeccionismo Socialmente Prescrito sobre las altas puntuaciones en rechazo escolar. En este estudio participaron 537 estudiantes españoles entre 8 y 12 años. Los instrumentos utilizados fueron la School Refusal Assessment Scale Revised for Children (SRAS-R-C), para medir los cuatro factores que subyacen al comportamiento de rechazo a la escuela (I. Evitar la Afectividad Negativa; II. Escapar de la Aversión Social o Evaluación; III. Búsqueda de la Atención de otras Personas Significativas; IV. Búsqueda de Refuerzos Tangibles Fuera del Ámbito Escolar), y la Child and Adolescent Perfectionism Scale (CAPS), para evaluar la subescala de Perfeccionismo Socialmente Prescrito. A partir de los resultados obtenidos se confirma que la subescala de perfeccionismo evaluada actúa como un predictor positivo de altas puntuaciones en rechazo escolar para los factores II y III de la SRAS-R-C. Estos resultados deben ser valorados por psicólogos escolares y especialistas al evaluar la problemática del rechazo escolar siendo necesario proponer estrategias de prevención e intervención.

The School Refusal Assessment Scale: Psychometric properties and validation of a modified version

Psychometric properties of the original and a modified version of the «Einschätzungsskala der Schulverweigerung» (German version of the School Refusal Assessment Scale, SRAS; Kearney & Silverman, 1993; Overmeyer et al., 1994) were analyzed in order to identify alternative ways to revise the SRAS/ESV compared to the existing revision SRAS-R (Kearney, 2002). The SRAS/ESV consists of a parent and a child version and measures four functions of school refusal (avoidance of negative affect related to school settings, escape from aversive social or evaluative situations, attention-getting behavior, positive tangible reinforcement). Data from N = 124 (parent version) respectively N = 156 (child version) patients of a specialized psychiatric outpatient unit for children and adolescents with school-avoiding behavior were obtained. Analyzes included characteristics of items and scales, face-, factorial-, and construct-validity (correlations with other questionnaires, e. g., YSR, CBCL were analyzed). Many items seem to measure overall anxiety instead of the functional aspects of school refusal, one item measures expansive behavior. Four factors were obtained, but they did not reflect the assumed structure of the ESV (e. g., overlap of the two avoidance-related scales). Post-hoc-analyzes with a modified version (elimination of several items with problematic content validity) suggested three factors, convergent and discriminative validity of the modified version was confirmed. Because only some of the afore-mentioned problems have been addressed in the revised version (SRAS-R; Kearney, 2002), a new revision and extension of the German version of the questionnaire covering more aspects of school avoidance behavior (e. g., bullying, depression, somatic complaints, psychosocial factors) is discussed.

Factors Contributing to School Refusal among School Children

School refusal is critical problem for students' academic success. For some students, going to school is their biggest fear, which has become a growing concern over the years, not only for parents, but school personnel as well. The present study was aimed to find out the prevalence and causes of school refusal among school children. 120 students of grade 7 and 8 and their parents were taken as sample from the Sadiq Memorial and District Public School, Kasur through simple random sampling. School refusal assessment scale revised (SRAS-R) was used to evaluate the functional conditions of school refusal. Data was analyzed through frequency, percentage tables, analysis of variance (ANOVA) and independent sample t- test. The results indicated that boys experienced more refusal than boys. Major cause of school refusal was found to be more due to pursue attention from significant others. It is recommended that further research should be conducted to see the factors contributing to school refusal among school children.

Absenteeism among High School Students in Relation to School Climate

There is a strong relationship between school, teacher and student. Schools and teachers are meant for the development of students. Absenteeism of students occur due to such as school climate, motivation, lack of parental support etc. the higher the absenteeism, the lower the academics of students. The tool used in the present study is School refusal assessment scale standardized by Kearnel A. Christoper. The survey method was selected as it was found relevant for the present study. Stratified random sampling technique is followed in this study. The sample of the study consists of 300 high school students from Coimbatore city. The present study reveals that there exists a positive relationship between school climate and students absenteeism. Hence there exists a moderate correlation relation between absenteeism and school climate. In order to reduce the level of absenteeism with regard to school climate, necessary measures should be taken by the school authorities.