School avoidance is a complex phenomenon often linked to underlying anxiety disorders, including separation anxiety, generalized anxiety, and social anxiety. Unlike truancy, school avoidance is driven by emotional distress rather than defiance or delinquency. Affected children frequently experience somatic complaints, panic symptoms, or extreme distress when faced with attending school, leading to significant impairment in academic and social functioning.

The etiology of school avoidance is multifactorial, involving genetic predispositions, temperament, family dynamics, and environmental stressors. Early identification and intervention are crucial to prevent long-term consequences such as academic underachievement, social isolation, and the persistence of anxiety disorders into adulthood.

The goal of this Research Topic is to provide a comprehensive, clinically oriented exploration of anxiety-related school avoidance in children and adolescents. Despite its significant impact on academic achievement, social development, and mental health, school avoidance remains a challenging condition for clinicians, educators, and families. This Research Topic aims to bridge gaps in knowledge by addressing key aspects such as diagnostic differentiation, assessment tools, and the role of comorbid psychiatric and neurodevelopmental disorders.

We seek to highlight evidence-based interventions, including cognitive-behavioral therapy, family-based approaches, pharmacological treatments, and school reintegration strategies. Additionally, we welcome contributions that examine the impact of school policies, multidisciplinary collaboration, and innovative therapeutic models.

By compiling the latest research and clinical insights, this Research Topic aspires to advance understanding, improve early identification, and refine intervention strategies, ultimately fostering better outcomes for children struggling with school refusal and anxiety-related school avoidance.

This Research Topic will focus on the clinical, diagnostic, and therapeutic aspects of anxiety-related school avoidance in children and adolescents. We invite contributions that explore the etiology, assessment, and management of school avoidance, with an emphasis on evidence-based interventions and multidisciplinary approaches. Topics of interest include, but are not limited to:

• Diagnostic differentiation between school avoidance, school phobia, and truancy

• The role of anxiety disorders, neurodevelopmental conditions, and family dynamics

• Screening and assessment tools for early identification

• Cognitive-behavioral, pharmacological, and family-based interventions

• School reintegration strategies and the role of educators

• The impact of school policies and healthcare-education collaboration

We welcome original research, systematic reviews, meta-analyses, case studies, and clinical guidelines. Submissions should provide clinically relevant insights that enhance understanding and management of school avoidance in real-world practice.

Prof. Anne Marie Albano receives royalties from Oxford University Press for the Anxiety Disorders Interview Schedule for Children, and the following manuals: "Clinician Guide for Cognitive Behavioral Group Treatment for Social Phobia in Adolescents", and "When Children Refuse School, Parent Workbook and Clinician Manual". The other Topic Editors declare no competing interests with regard to the Research Topic subject.

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School Avoidance and Anxiety Disorders in Childhood: Diagnostic Challenges and Therapeutic Approaches