School refusal – school can’t
March 7, 2025
Rising rates of children who feel unable to attend school have become an issue in both primary and secondary schools. To support teachers, schools and families Psych4Schools has released a new edition of the ebooklet Working with children who school refuse – school can’t.
In Australia, there’s been a recent shift within the community to describe school refusal as ‘school can’t’, as the word ‘refusal’ implies that children are choosing not to attend school. 1 In fact, their non-attendance is not a deliberate choice to refuse, but an inability to attend.
The problem is best understood as a continuum, from the child becoming a reluctant and/or irregular attender, through to school refusal and chronic non-attendance, where the child just can’t summon the physical and emotional resources to go or stay at school. It is more difficult to assist children when non-attendance becomes entrenched.
Children who feel they can’t attend or stay at school are trying to protect themselves from high levels of (often unconscious) distress. They are frequently emotionally stuck. Without appropriate support, underlying trauma or stress can impact on the child’s nervous system and their mind and body can be caught in a flight, fight or freeze mode. 2 3 Their non-attendance is not misbehaviour or a choice, 4 but often a cry for help.
This ebooklet outlines practical strategies for use with primary and junior secondary students. The strategies are designed to empower teachers and others to help reduce the incidence of children who can’t summon the physical and emotional resources to go or stay at school. Practical suggestions for trauma-informed, relationship-based approaches aim to help teachers and schools build a wellbeing climate that promotes the skills and confidence needed to re-engage these children with school and promote regular attendance.
Early intervention strategies for teachers, schools and families are also suggested to assist at-risk children to overcome their reluctance to regularly attend. A script template is provided to help guide conversations with parents of children at risk, and advice for teachers to help children cope with common barriers to returning to school. In addition, an intervention plan for psychologists to assist chronic non-attenders to return to school is included.
Relevant strategies can be easily adapted to include in Attendance or Return-to-School Plans, Individual Learning Plans and the recommendations section of psychologists’ reports.
Psych4Schools offers a comprehensive library of ebooklets dedicated to enhancing the wellbeing, teaching and learning of children and young adolescents. To complement the ebooklets, Members can also access eight resource packages.
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Kind regards,
Murray Evely, Psych4Schools Psychologist/Guidance Officer
Connie Sands, Business Manager
You can contact us via email at: info@psych4schools.com.au
References
1 Amin, M., Ettinger-Epstein, S., and Roberts, A (2024) What is ‘school refusal’ and what can I do if my child struggles to get to school? ABC News, Tuesday 30 April
https://www.abc.net.au/news/2024-04-30/school-refusal-cant-what-to-do-four-corners-explained/103779990
[2] Polyvagal theory chart of trauma response. https://www.google.com/search?client=firefox-b-d&q=the+Polyvagal+theory+chart+of+trauma+response+
[3] Child Safety Commissioner, Calmer classrooms (2007) A guide to working with traumatized children. Initially published by the State Government Victoria
https://www.google.com/search?client=firefox-b-d&q=Calmer+classrooms+%282007%29
[4] Stokes, H., and Brunzell, T., (2020) Leading Trauma-Informed Practice in Schools. Leading and Managing 26, 1, 70 – 77
https://www.berrystreet.org.au/uploads/main/Files/Research-Articles/Stokes-Brunzell_2020_Leading-trauma-informed-schools_Leading-Managing.pdf