The perceived effects of school refusal on young children’s learning journey : professionals’ and parents’ perspective

Abstract

This study examines how school refusal is perceived to affect young children’s learning from both professionals’ and parents’ perspectives. Four main themes were generated from semi-structured interviews and analysed using thematic analysis. The results show that school refusal was viewed as stemming from anxiety and emotional distress, with potential implications for various areas of children’s development. Participants shared that refusing to go to school may affect children in many ways, both immediately and over time. They discussed how it could impact a child's confidence and their ability to manage their emotions. There was also a concern that missing school for too long might lead to fewer chances to socialise and difficulties in building resilience. Both professionals and parents felt that making a difference was about creating a safe environment and providing the right interventions at the right time to enable children to return to school. The results draw attention to an underlying message, which is that cases of school refusal are not just about attendance. These cases often reflect unmet emotional needs which, if left untreated, can interfere with a child’s whole learning journey.