School Non‐attendance: Definitions, meanings, responses, interventions

Abstract

This article reflects on the behaviour commonly known as ‘school refusal’. After reviewing its established descriptions, the article argues for a different definition, namely ‘extended school non‐attendance’, which describes the visible behaviour neutrally, aims to direct one’s attention to the school environment, and stresses its persistent nature. The article scrutinises dominant and alternative discourses on school non‐attendance in Western and Japanese societies. Finally, it reviews some of the assessment tools and intervention strategies used to support school non‐attenders, their families and their schools, to redress this behaviour.

Acknowledgement

This article was originally submitted as coursework in January 2004 towards the M.Sc. Educational Psychology, University of Southampton, and I would like to thank Adrian Faupel and Sarah Wright for their useful comments.