School refusal and truancy is a community problem that affects individuals, families, and organizations while lacking a universally accepted definition. At-risk youth often exhibit academic failure, and externalized and or internalized problematic behaviors while schools lose funding and families become disconnected. The school setting allows accessibility for systemic therapeutic services to youth who may otherwise not receive services. The current literature addresses the need for more research in schools with youth and the need for collaboration between family, school, and community around school refusal. Family therapy utilizes a systemic structured approach shown to improve outcomes with youth at risk for truancy and delinquency (Richardson, 2016; Kameguchi & Shigematsu, 2001; Komori, 1991). This current study examined two systemic interventions for increasing attendance and a control group. The first consisted of an Intensive Family Therapy Intervention (IFT), restructuring dynamics and interactions between adults and youth at school, creating functional interactions. The second consisted of a physical play intervention, where the researcher played 30-minute half-court basketball games with at-risk youth during physical education classes on Friday. Measures include a structured family therapy tool, pre/post attendance records, grades, & referrals made for misconduct. A pre/post intervention survey will be given to all youth participating in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]