Looking back at our school lives, we can remember particular times when we played sick or tried to find excuses to stay home; but these were not considered problematic. School attendance problems arise when the student reaches a certain frequency of unexcused absenteeism. According to Kearney, temporary absenteeism is normal; but consistent absenteeism accompanied by frequent misbehavior or anxiety at school is considered problematic. After determining the problem, the second step is the differentiation of motivation (absenteeism motivated by parents/children). This report will focus on school refusal, a form of absenteeism motivated by the child (non-schooling due to the child). Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get the original essay School refusal (SR) can be defined as a lack of school attendance, secondarily due to psychological symptoms without a mental or psychological cause. possible negative emotional expectations. at school. “We are talking about absenteeism linked to anxiety, generally due to a separation, general or social anxiety.” According to Berg and colleagues, refusal to attend should lead to longer truancy problems, the child should stay home, their emotional distress should lead to behavioral outcomes (not highly antisocial behaviors), and parents should emphasize the presence of the child. up to a point to be considered SR. There is no formal diagnosis of school refusal in the DSM, but it is observed that refuseers generally have other diagnoses of internalizing disorders. A significant association with performance anxiety, school-related fears, anxiety disorders, and RS was found with depression and separation anxiety as the most common secondary diagnoses. Follow-up studies mentioned in Heyne & Sauter (2013) indicate that SR could pose a threat to social activities, academic and emotional development, and increase the risk of present and future mental problems while highlighting possible outcomes of the problems of non-attentive school refusal in children. Therefore, the study of factors involved in the development and maintenance of SR is useful to determine possible effective treatments, minimizing the loss of skills acquired in school while maximizing the quality and adaptation to future challenges of development, indicating possible problematic behaviors to parents, helping to take precautions. before the start and reporting situations for help. School-related factors such as classroom management and social context are reported as independent variables in the school attendance survey in Havik and colleagues' study. Teachers' classroom management, including student-student interaction and teacher-student support, would have a huge impact on student well-being; while the impact of classroom organization and structure on attendance rates has not been assessed in previous studies. According to these results, good classroom management can promote good relationships with peers and reduce bullying which would indirectly influence SR. By avoiding possible negative experiences at school and promoting positive peer relationships, good classroom management could promote school attendance. Predictability and order in classes could be other factors promoting positive school attendance. We see that there could even be a direct relationship between the relationships.