School Refusal

School Refusal
Amna Batool ( L1F20BSSY0096)

Khudadad (L1S21BSSY0106)
Zarak Ashraf (L1F20BSSY0227)
Adnan Ahmad (L1F20BSSY0231)
Definition
• School refusal refers to a
child's unwillingness to attend
school and/or difficulty
School phobia – coined in 1941
remaining in class for an
School refusal – distinct from truancy
entire day.
• It's not just about avoiding
school; it involves significant
emotional distress related to
attending school.
• This distress can lead to
significant impairment in
social, academic, and family
functioning.
Theoretical Background
Theories
Behavioral Cognitive Attachment Social

Theory Theory Theory Learning
Theory
Children learn
Learned
Negative Early behaviors through
response
thoughts and experiences observation and
beliefs with caregivers imitation of others
Theories
Behavioral theory Cognitive theory
School refusal behavior can be

Cognitive theories suggest that
viewed as a learned response.
Children may avoid school because negative thoughts and beliefs about
they have learned that doing so school or specific school-related
helps them avoid aversive stimuli situations contribute to school refusal.
or situations associated with
school. These negative cognitions may include
fears about academic performance,
For example, a child who is anxious
social interactions, or the school
about being called on in class may
learn that staying home from environment.
school alleviates this anxiety, Cognitive-behavioral interventions often
reinforcing the avoidance behavior. focus on identifying and challenging
these negative thoughts to reduce
anxiety and increase school attendance.
Theories
Attachment theory Social learning theory
● Attachment theory suggests that

Social learning theory posits that
early experiences with caregivers
influence children's attachment children learn behaviors through
patterns and emotional responses to observation and imitation of others,
separation. particularly significant role models
● Insecure attachment may lead to such as parents or peers.
separation anxiety and reluctance A child may observe a parent or
to leave caregivers, resulting in sibling displaying anxiety or
school refusal.
avoidance behaviors related to
● Children may feel unsafe or
uncomfortable separating from school, which can influence their
caregivers, leading to resistance to own attitudes and behaviors toward
attending school school attendance.
● May involve clinginess, tantrums, or
physical complaints
● Typically, children with SR have a
strong attachment to caregivers and
fear separation
Types of School Refusal
Anxiety-based Avoidance-based Rebellion-based

-Fear of school\classroom -Avoiding situations -Defiance against authority
-Seperation from caregiver -Fear of failure or -Rejecting school rules
-Fear of social situation criticism
Depression-based Trauma-based Bullying-related

-Avoiding triggers
-Lack of motivation -Reminder of trauma
- Feeling hopless -Fear of being bullied
-Fear of feeling
-Avoidance due to
unsafe
bully
Types of School Refusal
Learning-related Family dynamics Attention seeking

-Difficulty with academic -Family conflicts -Seeking attention from
work -Parent-child parents
-Manipulating situations to
-feeling over whelmed or relationship issue
stay home
frustrated
-
Statistics
1-5%
Of all school
aged childrens
5-6y & 10-11y

Transition age
Contributing Factors of
School Refusal
KHUDADAD
L1S21BSSY0106
Individual Factors
• Anxiety Disorders Depressive (Depression)

• Separation Anxiety Specific learning disorder
• Social Anxiety ADHD
• Specific Phobias ODD (Defiant Behaviour
Physical Health issues
School Related Factors
School Environment Academic Challenges

Bullying Academic Pressure
Teacher-Student Relationships Learning Environment
Classroom Environment
Transition Periods
Starting a New School
Changes in Routine
Societal Factors
Media Influence
Exposure to Negative Media News about school violence or negative portrayals of
school can increase anxiety.
• Cultural Norms
• Peer Influences
School Refusal Impact on Academic
Decreased Academic Performance: Frequent absences lead to missed lessons, assignments, and exams, resulting in
lower grades.
Delayed Academic Progress: Falling behind peers academically, which can lead to retention or need for remedial
education.
Risk of Dropout: Chronic school refusal can increase the risk of eventually dropping out of school.
Social Impact
Social Isolation: Reduced interaction with peers leads to social withdrawal and isolation.
Peer Relationships: Difficulty maintaining friendships, which are critical for social development.
Social Skills: Limited opportunities to develop and practice social skills in a school setting.
Emotional Impact
Increased Anxiety and Depression: Persistent school refusal can exacerbate existing
anxiety and depression.
Low Self-Esteem: Feelings of failure and inadequacy due to academic and social
difficulties.
Family Stress: Increased tension and conflict within the family due to ongoing school
attendance issues.
Management Strategies of
School Refusal*
Presented By :
Zarak Ashraf (L1F20BSSY0227)
Strategies
Identify underlying causes

Develop individualized plans
Collaborate with parents and teachers
• Provide support and counseling
• Offer alternative educational options
(e.g., online learning)
• Foster a supportive school environment
General Manifestation
• Absenteeism or truancy
- Examples: skipping school, arriving late or leaving early
• Withdrawal or disengagement
- Examples: avoiding class participation, lack of interest in activities
• Anxiety or fear-based refusal
- Examples: fear of bullying, tests, or social situations
• Rebellion or oppositional behavior
- Examples: refusing to follow rules, arguing with teachers
Manifestation In Pakistani
Context
Limited access to education Political instability and conflict
• lack of schools • school closures
• Lack of resources, • displacement
• Unqualified teachers in rural
areas
Gender roles And Expection :
• Girl’s education devalued
• Boys expected to work or support
family
School Refusal
Adnan Ahmad
Preventive Measures
01 02 03
Early Identification Family Engagement School Environment
04 05
Mental Health Support Promoting Programs
Addressing School Refusal –
General Context
Multi-disciplinary Community Policy and

Approach Support Advocacy
Collaboration Involvement of Developing and
between community resources implementing policies
to support mental
educators, and organizations
health in schools
psychologists,
and healthcare
providers
Addressing School Refusal –
Pakistani Context
Resource Parental
Cultural Sensitivity
Allocation Education
Understanding
cultural attitudes Increasing funding Programs to educate
for mental health parents about the
towards
importance of mental
education and services in schools
health
mental health
Importance of Addressing School
Refusal
Long-term
Academic Social & Emotional Benefits
Outcomes Development
Preventing Fostering Promoting

academic decline healthy peer lifelong learning
and dropout rates relationships and adaptability
and social skills
Literature
Review
A Systematic Review of School Refusa by Sümeyye
Ulaş and İsmail Seçer
https://www.researchgate.net/publication/
378466844_A_systematic_review_of_school_refusal
Our teaching method
Article Review
Overview Objective Methods Findings
School refusal Understand Qualitative Prevalence

is an School synthesis of and
increasing Refusal findings from Demographic
problem selected s
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School Refusal

Amna Batool ( L1F20BSSY0096)

Behavioral Cognitive Attachment Social

School refusal behavior can be

● Attachment theory suggests that

Anxiety-based Avoidance-based Rebellion-based

Depression-based Trauma-based Bullying-related

Learning-related Family dynamics Attention seeking

5-6y & 10-11y

• Anxiety Disorders Depressive (Depression)

School Environment Academic Challenges

Identify underlying causes

Multi-disciplinary Community Policy and

Preventing Fostering Promoting

Overview Objective Methods Findings

School refusal Understand Qualitative Prevalence

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