School refusal in children and adolescents

Area of Science:

• Child and Adolescent Psychiatry
• Developmental Psychology
• Educational Psychology

Background:

• School refusal presents significant challenges for children, families, and educational institutions.
• It can lead to adverse short- and long-term outcomes in social, emotional, and academic development.
• Comorbid psychiatric conditions, including anxiety and depression, frequently co-occur with school refusal.

Purpose of the Study:

• To highlight the multifaceted nature of school refusal.
• To emphasize the importance of early identification and intervention strategies.
• To outline a collaborative approach for assessment and management.

Main Methods:

• A collaborative model involving family physicians, school personnel, parents, and mental health professionals is essential.
• Medical evaluation is critical to exclude underlying physical conditions presenting as somatic symptoms.
• Treatment modalities encompass educational support, cognitive behavioral therapy, parent-teacher interventions, and pharmacotherapy.

Main Results:

• Early identification and intervention are key to mitigating negative developmental impacts.
• A multidisciplinary approach ensures comprehensive assessment and tailored treatment plans.
• Family physicians play a vital role in initial medical screening, psychoeducation, medication monitoring, and facilitating referrals.

Conclusions:

• School refusal requires a coordinated, multidisciplinary strategy for effective management.
• Addressing school refusal promptly can prevent long-term social, emotional, and educational deficits.
• Integrated care involving medical, educational, and mental health professionals optimizes outcomes for affected children and families.