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School Refusal Behavior
Nannette Lingenfelter1, Sheila Hartung1
1TITLE at Bloomsburg University, Bloomsburg, PA.
NASN School Nurse (Print)
|March 28, 2015
Summary
School refusal is more than dislike; it involves anxiety and depression requiring early, multidisciplinary treatment. School nurses play a key role in identifying and supporting students with these behaviors.
Area of Science:
- Child and Adolescent Psychiatry
- Developmental Psychology
- School Health
Background:
- School refusal behaviors extend beyond simple truancy.
- Underlying issues include anxiety, depression, and social phobias.
- Early intervention is crucial for effective management.
Purpose of the Study:
- Investigate the psychological underpinnings of school refusal.
- Highlight the necessity of a multidisciplinary approach for treatment.
- Emphasize the role of school nurses in identification and support.
Main Methods:
- Literature review on school refusal behaviors.
- Analysis of psychological factors contributing to school avoidance.
- Case study examples illustrating multidisciplinary interventions.
Main Results:
- School refusal is frequently linked to significant emotional distress.
- Collaborative efforts involving educators, parents, and health professionals improve outcomes.
- School nurses can effectively identify at-risk students and offer initial support.
Conclusions:
- Addressing school refusal requires a comprehensive, team-based strategy.
- Early identification and intervention are paramount for student well-being.
- School nurses are vital members of the multidisciplinary team for managing school refusal.
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