Overcoming School Refusal - Joanne Garfi

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breaks can help all these children and can reflect popular activities at the time (e.g., a fidget spinner championship, an Australian Ninja obstacle course, a chess club, a gardening group), anything that encourages children to congregate together and discuss a common activity. Social Skills groups are also helpful and although we often believe that Social Skills groups are reserved for children with ASD they can be just as effective with shy, anxious children who lack the confidence and skills to make friends. While it is important for parents to ask about their child’s playmates and daily interactive activities, it is equally important that teachers on lunch and recess duty be mindful not only of the loud and disruptive child in the playground but also of the child who is timid and withdrawn and causes no disruption but is at risk of disengagement.

      Not getting on with a teacher

      Although teachers do their utmost to get along with all students, clashes of personality do occur. It may be possible that a particular teaching style does not work well with the school refuser’s personality or there is a history of conflict between teacher and student. As one would expect, this is more common in older students and is often evidenced by the student attending class on the days they DO NOT have their disliked teacher. If this is the likely cause, it may be wise to consider a class change or encourage open discussion between the teacher and student with support people present for both the student and teacher.

      Learning deficits

      School is supposed to be challenging and engaging but for the child with learning deficits, school can become a nightmare. Struggling to understand concepts and keep up with class demands is a common reason for children to disengage from school. Parents and teachers will often overlook the possibility of learning deficits if the child has previously been on par with peers, but we must keep in mind that deficits can sometimes be hidden until the child’s ability is exceeded by demand. In these cases a comprehensive educational assessment before re-engagement in school could aid to identify deficit areas and make a return to school more rewarding.

      Fitting in

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