School withdrawal can be intentional or unintentional and is also further characterized by family-based or school-based reasons. attributable to parental effort to keep the young person at home or little parental effort in getting the young person to school”.
The following is an encompassing definition of school withdrawal: “school withdrawal occurs when a young person’s absence from school, due to late arrivals, missing whole school days, weeks, months or years is: 1.
School withdrawal is defined by parents withdrawing a child from school deliberately due to their own needs. In a recent survey of 730 US parents of school-aged children, school refusal was associated with parental fear of their child’s susceptibility to COVID-19 multi-systemic inflammatory syndrome. A recent United States (US) study during the COVID-19 pandemic found student school refusal anxiety and preference for remote learning associated with pre-existing health conditions within families, as well as with Black or Asian ethnicity. As such, a high prevalence of mood and disruptive behaviors occur in youth that refuse to attend school. This often manifests into excessive fearfulness and the reluctance to attend school. In school refusal the young person makes no attempt to hide their absence from their parents, and school attendance is associated with emotional distress. (2006), school refusal is defined as a young person conveying emotional conflict at the idea of attending school. School refusal, as defined by Berg and colleagues (1997), is a type of SAP characterized by a young person’s reluctance or refusal to attend school which leads to prolonged absences and remaining at home during school hours. We hypothesize that COVID-19 related SAPs will increase compared to pre-pandemic levels as mental health issues rise and virtual classes hinder academic performance. We aim to review and categorize these four SAPs, associated factors of decreased student attendance, and the impact of this disruption amidst the COVID-19 pandemic. Currently, no studies exist that directly address the effect of COVID-19 on SAPs, academic performance, or child mental health and functioning. Additionally, school refusal can be attributed to parental fear of their children being susceptible to COVID-19 associated multisystem inflammatory syndrome. Currently, some studies are being conducted that analyze transmission and attendance rates in children returning to school, in-person or online, after periods of abrupt closure. There are four types of SAPs: school refusal, truancy, school withdrawal and school exclusion. Prior to the COVID-19 pandemic, self-reported school absences in a population of 4344 Belgian students found that of those with one unauthorized absence from school: 49.4% were categorized as truant, 17.4% as school refusal and 33.2% as school withdrawal. School refusal, truancy, school withdrawal and school exclusion are considered SAPs.
Limited studies evaluate the socioeconomic and personal factors behind SAPs associated with the COVID-19 pandemic. Disputed education and school attendance problems (SAPs) during the Coronavirus Disease 2019 (COVID-19) pandemic may tremendously impact child health and education.
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