Introduction
School refusal is a complex issue that affects a significant number of youth, characterized by emotional distress leading to school non-attendance. The recent systematic review titled "School Refusal in Youth: A Systematic Review of Ecological Factors" provides insights into the factors that differentiate children and adolescents with school refusal from their peers. This blog explores how practitioners can utilize these findings to improve their interventions and support for students experiencing school refusal.
Key Findings from the Systematic Review
The review identified 44 individual, social, and contextual factors that differentiate youth with school refusal from those without. These factors are categorized within Bronfenbrenner’s ecological model, which includes the ontosystem, microsystem, exosystem, and chronosystem.
- Ontosystem: Anxiety and anxiety-related symptoms were central, with diverse learning needs also highlighted. Youth with school refusal often exhibited concerns about academic, familial, and interpersonal aspects.
- Microsystem: Family dynamics, such as parental psychopathology and family dysfunction, were significant. School-related factors, including perceptions of poor classroom management and victimization, also played a role.
- Exosystem and Chronosystem: While socio-economic status and neighborhood crime were examined, frequent school transitions emerged as a significant factor.
Implications for Practitioners
Understanding these factors through an ecological lens allows practitioners to tailor interventions more effectively. Here are some strategies practitioners can implement:
- Individualized Support: Addressing anxiety and learning needs through cognitive-behavioral therapy (CBT) and personalized academic support can be beneficial.
- Family Involvement: Encouraging family-school partnerships can enhance the support network for students. Involving parents in interventions can improve outcomes by addressing family dynamics and providing consistent support at home.
- School Environment: Creating a supportive school climate that addresses victimization and promotes positive teacher-student relationships can reduce school refusal behavior.
Encouraging Further Research
While this review provides a comprehensive understanding of school refusal, further research is needed, particularly longitudinal studies, to explore the causal relationships and developmental patterns of school refusal. Practitioners are encouraged to stay informed about emerging research to continually refine their approaches.
Conclusion
By adopting an ecological perspective, practitioners can develop more holistic intervention plans that consider the complex interplay of individual, social, and contextual factors. This approach not only aids in addressing the immediate needs of students with school refusal but also supports their long-term educational and emotional well-being.
To read the original research paper, please follow this link: School Refusal in Youth: A Systematic Review of Ecological Factors.
