Navigating School Refusal

As students grow and learn across the 13 years they are in formal education, they will experience many highs and lows. Just like adults, it’s crucial to address the various challenges that students may face in their educational endeavours as they occur. Issues can arise on many levels; academic, social, emotional and spiritual. At CCS we are committed to supporting our students, families, staff and communities as they navigate life during their time here and beyond. We seek to honour Christ, build community and grow in grace and knowledge.

One challenge that is increasing currently across all schooling sectors, especially since COVID-19, is reduced attendance and “school refusal”. This complex issue can significantly impact a student’s academic, emotional, and spiritual well-being. It usually is also very emotionally draining for parents, carers and siblings.

“School refusal” is generally characterised by a persistent reluctance or refusal to attend school, and is not uncommon in all educational settings across New South Wales (NSW). While the reasons behind school refusal can vary greatly from individual to individual, understanding its underlying root causes and providing appropriate support are essential steps toward fostering a positive learning environment for all students.

Attendance tracking, reporting and plans to improve student attendance (both individually and as a school) are now government mandates, and we are required to report when student attendance falls below a certain point. Even more importantly, each day a student is away represents a significant building block or rung on the ladder of learning. These gaps make it more and more difficult for students to feel confident and successful at school, and this only further increases the risk of increased disengagement.

As educators and caregivers, it’s vital to recognise that school refusal may stem from various factors, including academic stress, social anxiety, family issues, mental health concerns, or spiritual struggles. We see this anecdotally in both our school and our wider schooling community regularly.

People sometimes ask us how do we fix this? And the answer is, there is no easy answer! Students are individuals, and therefore the answer is unique for each student. However, identifying what is underneath the anxiety is the important first step. Often it is not about school itself, but other more complex fears, anxieties or deep-rooted childhood issues.

As a school, we try and maintain an environment where students feel comfortable expressing their concerns and struggles openly. Our new Wellbeing Lesson and Wellbeing Team seek to foster and encourage honest dialogue about any difficulties they may be facing, including those related to their emotions, academics, Christian walk or social interactions online and in person. Early intervention seems to be effective at reducing the effects to their learning and development.

Some other strategies include exploring alternative learning arrangements, such as flexible scheduling, or personalised academic plans, to accommodate students’ individual needs and circumstances. “Soft Starts” or regular daily check-ins with a staff member or our beloved Onyx are also quite useful tools in this space. Trying someone new bringing the student to school or changing how the student travels to school can also be useful in trying to build more positive mindsets and new neural pathways for students.

Overall collaboration is key to success. Working closely with parents and guardians to understand the root causes of school refusal, and developing tailored intervention strategies that address the unique needs of each student is essential. Building a strong partnership between home and school is a key step for supporting students effectively.

Most importantly, we recognise that a strong foundation built in Jesus ultimately is the truest source of peace. The Bible talks about the peace that surpasses understanding, that transcends situation or location. On a practical note, we also recognise the importance of supportive and pre-emptive evidence-based mental health support strategies to promote Christ-centered well-being among students. We encourage students to draw upon the strength of Jesus as the never-ending source of strength and resilience in overcoming obstacles.

Lastly, as a school, we recognise this is an emerging crisis in education. As such, four key members of our Executive team are committed to attending different professional development opportunities this year to further develop tools, supports and processes from leading experts in this field. I look forward to sharing more about this at a later date.

The reality is that this is a complex, multifaceted and increasingly difficult space for students, parents, schools and families to navigate and we wish to support our families as much as we can in this area. Please reach out to us at any time so that we can support you and your family. It takes a village and we want to partner with you for the best outcomes for your child; academically, emotionally, socially and of course with Jesus at the centre.

Mrs Faith Hull

Principal