School Refusal

June 12, 2026




By Anupama Diddee

Behaviour Support Practitioner, Clinical Lead - Infant, Youth & Schooling Informed Practice at helpz


School refusal is one of the most researched topics on the internet at the moment. This is largely because it is becoming increasingly common in children and young people to refuse going to school. What once was an extremely enjoyable experience is now becoming a very challenging task for parents and families to deal with. While on the surface refusal to go to school may appear as defiance, laziness or lack of motivation, it is actually a child's way of communicating that they are struggling to cope with their environment and with the demands of being at school. 


As Behaviour Support Practitioners it is important that we move beyond the behaviour itself and try to understand what the child is attempting to communicate through this behaviour. When viewed through a behavioural lens, we will be able to see that school refusal is not the problem, it is a response to a problem. 


What Does School Refusal Look Like? 


School refusal can present in many different ways. Some children may openly state that they do not want to attend school and may engage in behaviours like crying or throwing a tantrum in the morning, making it difficult for a parent who is also trying to rush to get to their work. Other children may complain of stomach aches, headaches, fatigue or other physical symptoms and try and use that as an excuse to avoid school. Some children even become argumentative, withdrawn, distressed, or experience significant emotional outbursts when school attendance is discussed. 


Some families have reported that they suddenly started witnessing a clear refusal to get to school, whereas for others, attendance may have started to decline gradually. It is important to look at what precedes the occurrence of these behaviours. Often underlying causes can range from bullying, friendship difficulties, academic challenges, family changes, to any other negative experience that children have at school. 


Understanding the Function of the Behaviour 


One of the first questions we ask in behaviour support is, "What is the child getting or avoiding through this behaviour?", or “What is this behaviour trying to tell us?” 


School refusal behaviours are often maintained by one or more of the following factors: 


  • Avoidance of anxiety-provoking situations 
  • Escape from academic demands that feel overwhelming 
  • Difficulties with social interactions or peer relationships 
  • Sensory sensitivities within the school environment 
  • Separation anxiety from caregivers 
  • Previous negative experiences associated with school 
  • Change in friendship dynamics or other friendship issues 

 

For children with Autism Spectrum Disorder, ADHD, anxiety, learning difficulties, or other developmental differences, school environments can be particularly demanding. Just the idea of getting to school, following through learning tasks, staying on schedule, and following instructions throughout the day can put a lot of load on their neural system. Therefore, what appears to be a simple task like attending school may actually require the child to navigate multiple challenges before the school day has even begun. 


Families try various strategies and conversations to get their child to school. However, very few of them address the underlying reason for school refusal. If a child is experiencing significant anxiety, overwhelming sensory demands, and stress related to friendship, then increased demands from the family can actually damage trust and further reduce engagement. It is important that the support that is built around the child is focused on understanding barriers, building coping skills, and creating achievable goals for a successful return to school. 


Practical Strategies for Supporting School Refusal 


1. Understand the Triggers 


The first and most important step is to understand the triggers. This can be done by gathering information from the child, the family, and the school. It is important to look for patterns and ask questions like ‘are there days of the week when refusal is most’, ‘are there specific classes or activities on a certain day that are adding to the stress’, or ‘are there any changes in the home or school’. It is important to analyse these factors while also considering any social or emotional difficulties that could be a contributing factor for the behaviour. A functional understanding of the behaviour should guide intervention. 


2. Reduce the Demand, Not the Expectation 


For some children, expecting immediate full-time attendance may be unrealistic. It is important for the team working with the child to consider: 


  • Partial attendance 
  • Gradual re-entry plans 
  • Attending preferred subjects or times of the day initially 
  • Scheduled breaks throughout the day 

 

The goal remains school engagement, but the pathway may need to be adjusted. A gradual transition plan works very well if it is made keeping the needs of the child in mind, along with an understanding of parental expectations, cultural perspectives and the learning outcomes that everyone has in mind for the child. 

  

3. Build Psychological Safety 


Creating an environment of trust, understanding and acceptance is more important than any other strategy that can be used when building relationships with children. They are more likely to engage when they feel accepted and understood rather than judged. When children go through periods of anxiety and uncertainty, it is important to acknowledge their feelings, validate their experience, focus on problem solving rather than blame, and celebrate small successes while we put together a system to get them to attend school full time. Even attending the school for a lesson or half a day may represent significant progress for a child and must be viewed the same by the adults. 


4. Strengthen School Supports 


Collaboration between families and schools is essential. It is important to have a trusted staff member that the families can reach out to. It is also important to build the correct supports for the child in the school. This could include a safe space for regulation if needed, visual schedules, modified tasks, scaffolding of all learning activities, and sensory accommodations wherever needed. Small adjustments can sometimes have a significant impact on how a child feels at school and will therefore impact attendance and wellbeing. 


5. Focus on Long-Term Success 


It can be tempting to focus solely on getting the child through the school gate. However, attendance without emotional safety is not always sustainable. 


Long-term success involves helping children develop resilience, coping strategies, emotional regulation skills, and confidence in their ability to manage challenges. 


Final Thoughts 


School refusal behaviours are rarely about a child simply not wanting to attend school. More often they reflect unmet needs, anxiety, skill deficits, environmental barriers, or a combination of these factors. 


As Behaviour Support Practitioners, our role is not simply to increase attendance. It is to understand the function of the behaviour, work collaboratively with families and schools, and develop supports that address the underlying causes. When we take the time to understand what a child is communicating through their behaviour, we are often able to create more meaningful and sustainable outcomes. 

Behind every school refusal behaviour is a child who is struggling with something. Understanding that struggle is the first step towards supporting them effectively. 


News & Insights

Check Our Latest Resources

Your Referral Journey at helpz

August 23, 2026
At helpz, we understand that navigating referrals can sometimes feel overwhelming. Our intake team is committed to making the process as smooth, transparent and efficient as possible while ensuring each client is connected with the right supports at the right time. This roadmap outlines what you can expect from referral through to service commencement.

Disability Awareness Hub: Understanding Brain Injury

August 23, 2026
When we hear the term brain injury , it's easy to think of the physical impacts first. However, for many people living with a brain injury, the challenges are often far less visible. Changes to memory, emotions, fatigue, communication, concentration, and everyday routines can affect a person's life long after the initial injury has occurred. Brain Injury Awareness Month is an important opportunity to increase understanding, challenge misconceptions, and recognise the resilience of the many Australians living with a brain injury every day. What Is a Brain Injury? A brain injury occurs when damage to the brain affects how a person thinks, feels, behaves, or functions in daily life. Some injuries are caused by external events such as falls, motor vehicle accidents, sporting injuries, or assaults. Others may result from medical conditions such as stroke, infection, lack of oxygen, brain tumours, or substance-related injuries. No two brain injuries are the same. The effects depend on the area of the brain affected, the severity of the injury, the person's supports, and their individual strengths and circumstances. For some people, the impacts may be relatively mild and short-lived. For others, they can be lifelong and require ongoing support. The Invisible Challenges One of the most misunderstood aspects of brain injury is that many impacts cannot be seen. A person may walk, talk, and appear physically well, yet experience significant difficulties with: Memory and recall Planning and organisation Attention and concentration Managing emotions Processing information Problem-solving Managing fatigue Social communication These challenges can affect a person's confidence, relationships, employment, education, and participation in the community. Because the impacts are often invisible, people living with brain injury can sometimes face unrealistic expectations or misunderstandings from those around them. What Does Recovery Look Like? Recovery from a brain injury is rarely a straight line. For many people, recovery is less about returning to exactly how life was before and more about learning new ways to achieve meaningful goals. Progress may happen over months or years, and every person's journey is unique. Recovery can include: Relearning daily skills Developing new strategies to manage challenges Building confidence in social situations Returning to study, work, or volunteering Increasing independence at home and in the community Strengthening relationships and support networks Importantly, recovery is not defined solely by clinical outcomes. It is also about quality of life, choice, participation, and finding ways to live a fulfilling life. A person who independently catches public transport, reconnects with friends, manages their weekly routine, or advocates for their own needs may be achieving incredible milestones that deserve recognition. The Importance of Support The right support can make a significant difference in helping a person navigate life after a brain injury. Support may come from many different sources, including: Family members and carers Support workers Occupational therapists Speech pathologists Psychologists Physiotherapists Behaviour support practitioners Support coordinators Peer support groups and community networks Effective support focuses on a person's strengths, goals, interests, and aspirations rather than solely on their challenges. Common Strategies That Can Help While every individual is different, a range of practical strategies are commonly used to support people living with brain injury. External memory supports Phone reminders Visual schedules Diaries and calendars Checklists and task planners Structured routines Maintaining consistent daily schedules Breaking tasks into smaller, manageable steps Planning activities ahead of time Fatigue management Building rest breaks into the day Prioritising important tasks Using energy conservation strategies Communication supports Providing information clearly and simply Allowing extra processing time Using visual supports where appropriate Emotional regulation strategies Mindfulness and relaxation techniques Identifying triggers and early warning signs Developing personalised coping strategies These approaches are often most effective when tailored to the individual's needs, preferences, and goals. Looking Beyond the Diagnosis People living with brain injury are often navigating challenges that others cannot see. Yet they are also raising families, building relationships, pursuing careers, volunteering, participating in their communities, and achieving personal goals every day. Brain Injury Awareness Month reminds us that disability is only one part of a person's story. By increasing awareness, promoting understanding, and focusing on strengths, we can help create communities where people living with brain injury feel valued, included, and supported to live the lives they choose. Because behind every diagnosis is a person with their own experiences, abilities, aspirations, and potential. Sometimes the most powerful support we can offer begins with understanding.

Assistive Technology That Improves Everyday Life

August 23, 2026
When people hear the term assistive technology , they often imagine expensive equipment, complex devices, or the latest high-tech innovations. While those types of supports certainly exist, assistive technology is often much simpler than people realise. Sometimes it's a phone reminder that helps someone remember an appointment. Sometimes it's a visual timer that makes daily routines feel more manageable. Sometimes it's a communication app that gives a person a way to express themselves more confidently. Often, it's the small things that end up making the biggest difference. At its heart, assistive technology is about helping people do more of the things that matter to them. It can support independence, increase confidence, reduce frustration, and create opportunities that may not have been possible before. For many people living with disability, everyday tasks can require significantly more mental energy and planning than others realise. Remembering appointments, managing medications, organising a shopping trip, finding the right words in a conversation, or navigating unfamiliar places can all present challenges. The right piece of technology can ease some of that load and make daily life feel a little more achievable. What's particularly exciting is that many of the tools people use every day can also become powerful supports. Smartphones have become portable organisers, communication devices, navigation systems, and memory aids all in one. A simple calendar alert can increase independence. A checklist app can help someone complete a complex task step by step. GPS navigation can provide the confidence needed to travel to new places. These supports may seem ordinary to some, but for the person using them, they can be transformational. Assistive technology can also open doors to greater connection. Communication is central to our relationships, our choices, and our ability to participate in the world around us. For people who experience communication difficulties, technology can provide alternative ways to express thoughts, preferences, needs, and ideas. Whether it's a communication app, a speech-generating device, or voice-to-text software, these tools can help ensure a person's voice is heard. Technology is increasingly helping people create environments that work better for them too. Smart home devices, voice-controlled assistants, automated lighting, and digital reminders can provide greater control over everyday routines. Something as simple as being able to turn lights on with a voice command or receive a reminder to take medication can promote both independence and confidence. For others, the most valuable supports are those that help manage stress, sensory needs, or emotional wellbeing. Noise-cancelling headphones, sensory tools, visual schedules, and mindfulness apps can help people feel more comfortable and prepared to participate in daily activities. These supports aren't about changing who a person is. They're about creating environments where people can feel safe, regulated, and able to engage in the things they enjoy. Perhaps the most important thing to remember is that assistive technology isn't really about technology at all. It's about people. The success of any support is measured by what it allows someone to do. It might mean attending a community event independently, maintaining a job, reconnecting with friends, managing a household routine, or simply feeling more confident in daily life. The device itself is only a tool. The real outcome is the increased choice, participation, and freedom that comes with it. As technology continues to evolve, so too do the opportunities for people living with disability. Yet some of the most meaningful changes don't come from the most advanced innovations. They come from finding the right support, at the right time, that helps a person take one more step towards the life they want to live.  Sometimes, a little bit of technology can create a whole lot of possibility.