This systematic literature review provides an overview of the research relating to the experiences of parents when their child has encountered emotional barriers to school attendance (EBSA). Informed by preferred reporting items for systematic reviews and meta analyses (PRISMA) guidelines, database searches were conducted between September 2023…

Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However,…

Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI-PE) scores. Using…

If students at your school are not attending classes or coming to school at all, they may be engaging in school refusal. Understanding what school refusal is, as well as the functions behind it, is key to evaluation and a collaborative school-home approach to intervention.

This study examined the associations among experiencing bias-based bullying on multiple social identities, fear, and school avoidance. The sample included 1177 adolescents who experienced bullying in a nationally representative dataset. Results indicated that 42% of students who were bullied reported that this was due to biases. We found a…

This study assesses the specific anxiety symptoms that are present in the context of perceived ethnic discrimination in 696 (M age = 13.3, [sigma] = 0.77, 57% girls) seventh and eighth-grade students with immigrant backgrounds from four different Canadian high schools. Multiple hierarchical linear regressions were conducted to determine the…

Due to the complex construct of school refusal and the need for awareness of its impact on youth, Kearney and Silverman (1990) proposed four functional reasons for the persistence of school refusal behaviour. Various studies have explored different profiles of school refusal based on Kearney and Silverman's (1990) framework, yet no prior research…

School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well-being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables,…

This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most…

From a review of the literature, it is concluded that (i) each form of pupil absenteeism relates to a heterogeneous group of children; (ii) because of such heterogeneity, those who are involved in assessment and intervention in relation to pupil absenteeism are faced with a demanding task; (iii) as a consequence of their education and training,…

Experiencing social phobia is an important factor which can hinder academic success during university years. In this study, research of social phobia with several variables is conducted among university students. The research group of the study consists of total 736 students studying at various departments at universities in Turkey. Students are…

The concept of "extended non-attendance" ("school phobia" or "school refusal") was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent…

To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs' lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced…

This descriptive study examined the perceptions of a national sample of school psychologists in the United States regarding their perceived knowledge, preferred roles, and training needs in the prevention and treatment of nine prominent child and adolescent internalizing disorders. The results indicated that participants perceived the prevention…

The purpose of this study was to test Manassis' proposal (Child-parent relations: Attachment and anxiety disorders, 255-272, 2001) that attachment patterns (secure, ambivalent, avoidant, and disorganized) may relate to different types of anxiety symptoms, and that behavioral inhibition may moderate these relations. Using a story stem interview to…