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.
This research topic aims to explore the multifaceted causes of emotionally based school avoidance and to identify effective strategies for supporting children and adolescents struggling with school attendance. The primary objectives include understanding the individual, family, and school-level factors contributing to EBSA and developing interventions that address these root causes. By examining these elements, the research topic seeks to provide insights into preventative measures and tailored approaches that can facilitate successful reintegration into the school environment for affected students.
To gather further insights into the complex dynamics of emotionally based school avoidance, we welcome articles addressing, but not limited to, the following themes:
· individual, family, and school-level risk and protective factors for EBSA, including socioeconomic status, mental and physical health status, student-teacher relationships, and school culture;
· development and evaluation of programs and interventions addressing EBSA;
· measures and tools for assessing the reasons behind school non-attendance;
· longitudinal studies examining the long-term outcomes of students affected by EBSA;
· comparative analyses of EBSA across different cultural and socioeconomic contexts.
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.
This research topic aims to explore the multifaceted causes of emotionally based school avoidance and to identify effective strategies for supporting children and adolescents struggling with school attendance. The primary objectives include understanding the individual, family, and school-level factors contributing to EBSA and developing interventions that address these root causes. By examining these elements, the research topic seeks to provide insights into preventative measures and tailored approaches that can facilitate successful reintegration into the school environment for affected students.
To gather further insights into the complex dynamics of emotionally based school avoidance, we welcome articles addressing, but not limited to, the following themes:
· individual, family, and school-level risk and protective factors for EBSA, including socioeconomic status, mental and physical health status, student-teacher relationships, and school culture;
· development and evaluation of programs and interventions addressing EBSA;
· measures and tools for assessing the reasons behind school non-attendance;
· longitudinal studies examining the long-term outcomes of students affected by EBSA;
· comparative analyses of EBSA across different cultural and socioeconomic contexts.