Related Experiment Video
Updated: Feb 17, 2026
04:23
A Treatment Package without Escape Extinction to Address Food Selectivity
Published on: August 21, 2015
12.1K
Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000
Julian G Elliott1, Maurice Place2
1Durham University, Durham, UK.
Journal of Child Psychology and Psychiatry, and Allied Disciplines
|December 3, 2017
Summary
Despite a generation passing, research on school refusal shows little progress. Conceptual confusion and a lack of rigorous studies persist, hindering effective interventions for this complex issue.
Area of Science:
- Child and Adolescent Psychiatry
- Educational Psychology
- Behavioral Health
Background:
- A previous review highlighted significant gaps in understanding school refusal.
- Growing international interest prompted an update on research progress this century.
Purpose of the Study:
- To review advancements in the conceptualization, assessment, and treatment of school refusal since 2000.
- To identify progress in addressing identified literature gaps.
Main Methods:
- Focused on randomized controlled trials (RCTs), systematic reviews, and meta-analyses.
- Examined conceptual clarity, treatment progress, prognosis, and adult functioning.
Main Results:
- Little substantial knowledge advance to guide practitioners since the turn of the century.
- Persistent conceptual confusion regarding school refusal as a heterogeneous condition.
- Dearth of rigorous RCTs and limited understanding of underlying mechanisms and long-term effects.
Conclusions:
- Continuing need for rigorous studies to support individualized interventions for school refusal.
- Multisystemic approaches are attractive but face practical challenges in cross-border implementation.
- Despite available guidance, significant uncertainties remain regarding school refusal.
