Out of school: a phenomenological exploration of extended non-attendance

Abstract

The concept of “extended non-attendance” (“school phobia” or “school refusal”) was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent from the evidence base. The current study sought to address this by examining the experiences of four secondary-age children with extended attendance difficulties. Data consisted of semi-structured interviews conducted in participants’ homes, subsequently analysed using Interpretative Phenomenological Analysis. Although participants differed markedly in their perception of the causes of their non-attendance, their support experiences appear remarkably similar. Emergent themes include being disbelieved, experiencing fragmented support, and feeling blamed and punished. Implications for practitioners include the importance of ensuring early intervention, the need to consider the individual child, and the importance of making sure that local intervention practices are informed by the evidence base.