Chronic school absence is a growing issue in numerous countries, exacerbated by the COVID-19 pandemic. School absenteeism can be categorized into several types, each influenced by a complex interplay of micro, exo, and macrosystem factors. Among these, emotionally based school avoidance (EBSA) is one of the most complex and rapidly increasing forms of non-attendance. EBSA is predominantly driven by a combination of mental health and school-related factors, with school context conditions playing a crucial role in its development. The link between EBSA and adverse school experiences is significant and well-documented. Experiences such as bullying, discrimination, excessive punishment, and inadequate support for learning or mental health issues can profoundly impact students’ emotional well-being. These negative experiences often exacerbate pre-existing mental health vulnerabilities and intensify feelings of alienation within the school environment.
Regardless of the reasons for poor school attendance, high levels of absence are linked to numerous adverse outcomes. These include low academic attainment, school dropout and impaired social functioning in childhood and adolescence, and economic hardship, unemployment, mental and physical health problems, and delinquency later in life. Substantial evidence indicates that students facing socioeconomic or health disadvantages exhibit disproportionately high levels of school absence, exacerbating existing inequalities and perpetuating poor outcomes for the most vulnerable populations.
Given the long-term and profound impact of poor attendance, it is crucial to identify individual, family, and school-level factors associated with absenteeism and to develop universal preventative interventions and tailored approaches to address the root causes of absenteeism and support successful reintegration. In this issue, we present novel research that examines the complex, multilevel causes of EBSA and showcases examples of programs and interventions designed to address this issue.
Evidence synthesis and primary qualitative and quantitative research focusing on (but not limited to):
- Individual, family, and school-level risk factors for emotionally based school avoidance (EBSA); e.g. characteristics of students at higher risk of developing EBSA, including socioeconomic status and mental and physical health status or school-level risk and protective factors for EBSA, such as student-teacher relationships and school culture
- Development and evaluation of programs and interventions addressing EBSA
- Measures assessing the reasons for school non-attendance
Keywords:
school non-attendance, absenteeism, school refusal, anxiety, adverse school experiences, school reintegration
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
Chronic school absence is a growing issue in numerous countries, exacerbated by the COVID-19 pandemic. School absenteeism can be categorized into several types, each influenced by a complex interplay of micro, exo, and macrosystem factors. Among these, emotionally based school avoidance (EBSA) is one of the most complex and rapidly increasing forms of non-attendance. EBSA is predominantly driven by a combination of mental health and school-related factors, with school context conditions playing a crucial role in its development. The link between EBSA and adverse school experiences is significant and well-documented. Experiences such as bullying, discrimination, excessive punishment, and inadequate support for learning or mental health issues can profoundly impact students’ emotional well-being. These negative experiences often exacerbate pre-existing mental health vulnerabilities and intensify feelings of alienation within the school environment.
Regardless of the reasons for poor school attendance, high levels of absence are linked to numerous adverse outcomes. These include low academic attainment, school dropout and impaired social functioning in childhood and adolescence, and economic hardship, unemployment, mental and physical health problems, and delinquency later in life. Substantial evidence indicates that students facing socioeconomic or health disadvantages exhibit disproportionately high levels of school absence, exacerbating existing inequalities and perpetuating poor outcomes for the most vulnerable populations.
Given the long-term and profound impact of poor attendance, it is crucial to identify individual, family, and school-level factors associated with absenteeism and to develop universal preventative interventions and tailored approaches to address the root causes of absenteeism and support successful reintegration. In this issue, we present novel research that examines the complex, multilevel causes of EBSA and showcases examples of programs and interventions designed to address this issue.
Evidence synthesis and primary qualitative and quantitative research focusing on (but not limited to):
- Individual, family, and school-level risk factors for emotionally based school avoidance (EBSA); e.g. characteristics of students at higher risk of developing EBSA, including socioeconomic status and mental and physical health status or school-level risk and protective factors for EBSA, such as student-teacher relationships and school culture
- Development and evaluation of programs and interventions addressing EBSA
- Measures assessing the reasons for school non-attendance
Keywords:
school non-attendance, absenteeism, school refusal, anxiety, adverse school experiences, school reintegration
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.