Written by:
David Noble, Principal, Australian Christian College Hobart
School refusal is a growing concern in Australia, characterised by a student’s emotional distress at attending school. Government estimates suggest that between one per cent to five per cent of all students experience school refusal, which stems from a profound aversion to the school environment.
Understanding and addressing school refusal requires a comprehensive approach from both parents and educators.
The three stages of school refusal:
- Tier 1 – Anxiousness
Most people exhibit anxiousness at some point. It is especially common during significant transitions, such as moving to a new school.
- Tier 2 – Signs of school avoidance and lower attendance
Students at this stage are noticeably missing whole or partial days of school and show higher levels of anxiety about attending. This stage indicates a more serious issue that requires attention.
- Tier 3 – Significant loss of attendance
Students miss significant portions of their schooling and exhibit chronic absenteeism and disruptive behaviour when in school, driven by their refusal to attend. Comprehensive interventions are usually required to support the student and ensure they can return to regular attendance.
What to do if a student shows signs of school refusal?
Regardless of which category a student falls into, it is crucial to listen and support them effectively to prevent the situation from escalating. Here are some steps educators can implement:
- Communication
Speak with the student and their parents and listen to the concerns about school. Validate a student’s feelings of nervousness or specific concerns to uncover the core issues. Identify whether the problem is related to a particular person, teacher, task, or broader social aspects. Rule out the possibility of bullying, which may be affecting the student’s well-being.
Ensure you have a good pulse on changes at home, such as moving, parental separation, or family tragedies so you can understand and accommodate any resulting changes in behaviour.
- Make staying at home boring
When children exhibit signs of school refusal, they may start reporting unexplained symptoms like headaches or stomach aches. While anxiety can manifest physically, these symptoms might also be a way to avoid going to school.
To counter this, suggest to parents that they make home life less appealing and as school-like as possible. Encourage parents to remove access to all screens and disconnect the home Wi-Fi to eliminate the fun of staying home.
- Routine
Maintaining a consistent routine is crucial, especially if students have been away from school due to illness, family holidays, or other reasons. Helping families to establish a solid routine can help students transition back to their regular school schedule. Adequate sleep and a proper breakfast will help students to maintain consistent energy levels, preparing them for their first day back at school.
School response and support
Each school will have different responses to school refusal, especially when comparing public and private institutions. The strategies outlined below are commonly implemented among private schools, including the Australian Christian College Hobart.
Tier 1
Buddy system
Often associated with students starting school for the first time, having a familiar peer to show an apprehensive student around and introduce them to classmates can make a significant difference.
Principal’s tours and transition days
Encourage prospective students to attend a new school’s tour day, orientation and transition days to help familiarise them with the facilities, meet other students, ask questions, and get a glimpse of the classroom environment.
Tier 2
Individualised Social Plan (ISP)
Schools may implement Individualised Social Plans (ISP) to help students who start missing significant days due to school refusal connect with their classmates and address their anxieties.
Psychologists and counsellors
Students may benefit from seeing a counsellor or psychologist to provide additional support and tailor the ISP to meet the child’s needs.
Consistent adult at the school gate
Have a trusted and consistent adult meet the student at the school gate and walk them to class each day to help transition back to the classroom.
Social activities and sporting groups
Encourage students to join clubs or sports teams to help them meet like-minded peers and improve their social skills.
Recess and lunch time plans
Create plans for recess and lunch periods, such as spending time in the library or joining a social club to help reduce stress and provide a sense of structure.
Pass cards
Providing pass cards that allow students to leave the classroom and sit in a quiet space can help them self-regulate.
Tier 3
If the above strategies have not proved successful, it is time to look at any other options available to support the child integrating back to school.
Distance Education (online school)
Distance education may be a good alternative to a traditional learning environment. Classes are taught online by qualified teachers, ensuring students can stay on-track with their studies while removing many
social pressures.
Alternative providers
If the needs of the student are greater than the school is able to meet, it may be time to
recommend a specialised school.
Implementing effective strategies
School refusal is a significant and growing concern among Australian families. By understanding
the unique needs of each student, educators and parents can work together to implement effective strategies that minimise the risk of escalating anxiety and school refusal.
Whether through early intervention with buddy systems and transition days, personalised support plans,
or alternative educational pathways, the goal is to create an environment where every student
feels supported and valued.
Open communication, a consistent routine, and a proactive approach to addressing concerns
are key to ensuring that students can overcome their anxieties and thrive in their educational
journey. With the combined efforts of schools, families, and communities, we can provide the
necessary support to help all students succeed.
David Noble is the Principal of Australian Christian College in Hobart. He completed a Bachelor of Education at the University of Tasmania before beginning his career in teaching, has gone on to do postgraduate work in Theology and Education and has almost 30 years of experience in both primary and secondary education.
