WHAT ARE BARRIERS TO ATTENDANCE?

SCHOOL ATTENDANCE PROBLEMS are commonly referred to as ‘school refusal’. This describes the reaction of children who experience severe anxiety and distress in relation to attending school, often resulting in prolonged absences. Children experience a range of psychological and physical symptoms, and in severe cases suffer with depression, self-harm and sometimes attempt suicide. School refusal is acknowledged as a multi-dimensional, dynamic and diverse emotional reaction, meaning each case is individual and complex to resolve.

Differing terminology has been used over time, since ‘absence from school due to excessive anxiety’ was first noted by Broadwin in 1932. Then in 1941 the term 'school phobia' was used by Johnson, et al. to refer to: 'a type of emotional disturbance in children associated with great anxiety, that leads to serious absence from school'. Since then a variety of labels have reflected developments in thinking about underlying influences, including 'home-bound school absence' (Waller and Eisenberg, 1980); 'school refusal' (Berg, et al., 1969), 'extended non-attendance' (Pellegrini, 2007) and ‘emotionally based school avoidance' (West Sussex Educational Psychology Service, 2018). 

‘School refusal behaviour’ was defined by Kearney and Silverman (1999) as child motivated refusal to attend school and / or difficulties remaining in school for the whole day. This definition related to children who want to attend school, but stay at home due to fear or anxiety and in addition, their parents know they have remained at home. There are also children who do not attend because of defiant behaviour or disinterest in school, and their parents are usually unaware of this absence, this is referred to as ‘truancy’ (Berg, 1997). However, Kearney (2018) acknowledged that the concept of truancy is problematic, as many ‘truants’ avoid school for reasons other than delinquency or disinterest.

The high level of confusion concerning the terms ‘school phobia’, ‘school refusal’ and 'truancy’ highlights tensions that exist in defining the problem and apportioning cause or blame. For instance, Fortune-Wood discussed professionals’ reluctance to use the term ‘school phobia’ because;

It would admit that the problem is in the school rather than in the family. Instead ‘experts’ will tend to opt for the label ‘school refusal’, which denies that school is the problem, denies a medical label and instead puts the onus on faulty behaviour. 

Pellegrini (2007) suggests this variation happens because the problem has been 'conceptualised by different agencies' and so has tended to reflect the related clinical, medical or educational focus. In response, he suggests the term 'extended school non-attendance' would be preferable as a more neutral and less judgmental option to describe the problem.

The lack of an agreed standard term or definition can be said to restrict the identification of children requiring support, and cause misunderstandings about the reasons for school absence that effect approaches used to resolve the situation. The range of terminology creates obstacles for families in getting the correct support because the focus on 'within-child' explanations deflects attention from alternative factors. This is significant as Kearney and Silverman (1990) highlighted, the crucial issue in resolving school refusal is to identify the function and need behind the behaviour.  

Epstein, R., Brown, G. & O’Flynn, S. (2019)

Epstein, Brown and O’Flynn carried out a study of parents, and in particular, mothers, who are fined or threatened with fines for their child’s non-attendance at school. Many of the children and young people who do not attend school regularly are on the autism spectrum, or have SEND and/or moderate or severe mental health problems.  Many have been bullied and have then become afraid of school and too fearful to attend.

There are parents, often of children on the autism spectrum or with anxiety disorders, who, try as they might, simply cannot get their children in to school.  Many have received repeated fines and threats of prison. The authors call for a change in the law, so that parents are supported, not punished, if their children cannot attend school.

This report contains moving testimony from parents affected by this cruel law. There is at the end a useful section ‘Sources of help’ with some addresses, especially about legal advice, that many may find helpful.