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Lit Review - Coggle Diagram
Lit Review
1.2 terminology
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1990s transition to use of school refusal (Ekstrand, 2015)
nomenclature debate comes from root cause of absence differentiation (Baker and Bishop, 2015)
'complex phenomenon' causes dispute (Totsika et al., 2020, p.1640)
focus should be on interactions between external factors rather than blame on child (Corcoran and Kelly, 2023)
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1.3 EBSA/School refusal
anxiety based (Finning et al,, 2020)
cyclical structure, temporary reduction from skipping but prolonged by heightened anxiety at next exposure (Finning et al., 2020)
pre-11 worsens into secondary if not supported (Schoeneberger, 2012, cited Cunningham, Harvey and Waite, 2022)
likely to occur during key developmental changes (Boaler, Bond and Knox, 2024)
attendance issues have increased post COVID lockdown (McDonald, Lester and Mickelson, 2023)
difficulty with transitions, prefer home learning (McDonald, Lester and Mickelson, 2023)
anxiety around the return, particularly in SEND students (Shaw, 2024)
comorbidity of anxiety/depression and ASD (Totsika et al., 2020)
'heterogenous difficulty' (Corcoran and Kelly, 2023, p.24)
physical symptoms of anxiety including headaches and sickness prior to school (Jabeen and Rauf, 2023)
limitations to executive functioning found in autistic students contributes towards feeling (Prosser and Birchwood, 2024)
attendance issues overlooked and oversimplified due to attendance monitoring (Boaler, Bond and Knox, 2024)
feelings of anger, anxiety, low mood (Musenga-Grant, MacFarland and White, 2025)
'chronic anxiety associated with the school environment that triggers avoidant behaviour' (Hamilton, 2024, p.1)
1.5 Impact
increase in homeschooling after pandemic as 'disatisifaction with school provision' (Greenway and Eaton-Thomas, 2020, p.512)
Baker and Bishop (2015) worked with students who said social isolation and lack of understanding hindered them
limitations set on the academic aspirations of students experiencing EBSA (Corcoran and Kelly, 2023)
wellbeing of 15 year old lower than other industrialised nations (Ingram et al, 2023, cited Jerrim, 2025)
increasing exam pressures (Jerrim, 2025)
in turn impact how autistic students may behave, impacting relationships with staff and peers (O'Hagan, Bond and Hebron, 2024)
'student wellbeing directly associated with academic achievement' (Clark et al., 2025, p.348)
increased social isolation (Prosser and Birchwood, 2024)
children have to desire to be socially included (O'Hagan, Bond and Hebron, 2024)
used for safeguarding (Clifton-Sprigg and James, 2025)
- Supporting students with EBSA
2.2 School connectedness
higher attendance, better academic outcomes (Balfanz et al., 2024)
positive health outcomes (Balfanz et al., 2024)
common for students from marginalised communities to not experience supportive and engaging adult relations (Balfanz et al., 2024)
can be built through
teachers showing compassion for students and their needs (Belfanz et al., 2024)
disciplinary action against bullying (Belfanz et al, 2024)
foster sense of belonging and inclusion (Belfanz et al., 2024)
positive social relations (Ekstrand, 2015)
restorative justice (Belfanz et al., 2024)
giving students a sense of agency (Hamilton, 2024)
leads to agency, wellbeing and engagement (Belfanz et al., 2024)
positive school climate (Ekstrand, 2015)
students argued school has become too large that the system 'overlooks individual needs and circumstances' (Baker and Bishop, 2015, p.362)
lack of sense of belonging (Corcoran and Kelly, 2023)
builds emotional engagement with school (Clark et al., 2025)
2.1 skills for students
improving decision-making (Ekstrand, 2015)
CBT based school exposure and cognitive restructuring (Cunningham, Harvey and Waite, 2022)
'graduated exposure to school' (Cunningham, Harvey and Waite, 2022, p.73)
CBT can decrease fear through self-efficacy (Fernandes et al., 2024)
developing cognitive engagement through self-regulation, participation, resilience (Clark et al., 2025)
2.3 school approach
individualised approach (Cunningham, Harvey and Waite, 2022)
safe spaces (Cunningham, Harvey and Waite, 2022)
feelings of safety (Shaw, 2024) (Sawyer and Collingwood, 2024)
1 in 10 pupils in England don't feel safe in school (Jerrim, 2025)
early intervention to prevent entrenchment (Lissack and Boyle, 2022)
flexibility (Lissack and Boyle, 2022)
school based interventions have been successful to reduce anxiety and enhance development (Fernandes et al., 2024)
whole-school approach
social/emotional learning (Fernandes et al., 2024)
trauma informed practice (Fernandes et al., 2024)
'acknowledges ACEs, fosters emotional intelligence and motivation' (Migabekazi and Mukanziza, 2025, p.50)
improved staff mental health literacy (Fernandes, et al., 2024)
developing trusted relationships (Sawyer and Collingwood, 2024)
diverse and creative lessons that engaged students (Musenga-Grant, MacFarland and White, 2025)
2.4 home support
use of positive reinforcement and routines (Heyne and Brouwer-Borghuis, 2022)
promotion of protective factors (Corcoran and Kelly, 2023)
works towards positive parent-teacher relationships (Totsika et al., 2024)
use of positive self talk (McDonald, Michelson and Lester, 2024)
accessing available psychoeducation on avoidance (McDonald, Michelson and Lester, 2024)
reframing response to child's anxiety as to not make accomodations that continue the cycle whilst still being supportive (Carlson, 2021)
2.5 external agencies
'capacity issues in children's health and social care... growing waiting lists and staff vacancies' (Foster and Foley, 2022, cited McDonald, Lester and Michelson, 2023, p.387)
students want improvements to multiagency working (Baker and Bishop, 2015)
consult with stakeholders, root support in context (Corcoran et al., 2024)
multi-tiered approach due to multiple factors inhibiting attendance (Sawyer and Collingwood, 2024)
effective information sharing between agencies and parents (Sawyer and Collingwood, 2024)
lack of shared guidance amongst agencies (Boaler, Bond and Knox, 2024)
3.2 multi-agency
too many professionals involved, inconsistent support (Reid, 2006)
find there is a delay in receiving support (Lissack and Boyle, 2022)
lack of trust in services (Lissack and Boyle, 2022)
lack of understanding - specifically in autistic girsl (Lissack and Boyle, 2022)
parents have 'deep understanding' of their child and experiences so should be listened to (Shaw, 2024, p.192)
importance of stakeholder involvement in developing support that is culturally sensitive (Heyne et al., 2019)
3.1 impact on parents
negative effect on parent mental health (Greenway and Eaton-Thomas, 2020)
feelings of exhaustion for prolonged activism, fighting for support (Fretwell and Barker, 2025)
'frustration and helplessness' (Heyne and Brouwer-Borghuis, 2022, p.26)
helplessness leading to giving into child's anxieties without confrontation, allowing off school (McDonald, Lester and Michelson, 2023)
need for reassurance from professionals (Sawyer and Collingwood, 2024)
3.3 use of fines
impact on mental health (Lissack and Boyle, 2022)
'[perpetuates] cycle' (Lissack and Boyle, 2022, p.14)
3.4 suggestions
more trust, earlier response, individualised approach (Lissack and Boyle, 2022)
early identification part of SEND review 2022 aims (Corcoran and Kelly, 2023)
stop the blame culture on parents (Lissack and Boyle, 2022)
positive home-school relations and improving SEN provision (McDonald, Lester and Michelson, 2023)
often absent fro literature (Shaw, 2024)
better communication and involvement (Shaw, 2024)
parents usually see symptoms at home first (Corocoran, Bond and Knox, 2022)
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4.3 using fines
some headteachers argue fines don't go far enough (Reid, 2006)
described as 'punitive approach' (Zhang, 2007, p.25
limited evidence prosecution is a successful deterrent (Sheppard, 2011, cited Lissack and Boyle, 2022)
successful when used in non-complex situations, like holidays (Clifton-Sprigg and James, 2025)
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need for more research into multi system approach for ed psychs (Prosser and Birchwood, 2024)
need for breaking down cultural barriers and stigma (Jabeen and Raud, 2023)
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improved resourcing and adaptability within the school system (Boaler, Bond and Knox, 2024)