Affiliation:
1. Monmouth University, USA
Abstract
This book chapter presents a study on the complex dynamics of school refusal in the context of the COVID-19 pandemic's move to virtual learning, asking whether this transition could be beneficial for students previously struggling with school refusal, a form of chronic absenteeism with emotional roots. Contrary to expectations, these students showed equal or lesser academic outcomes and sustained unwillingness to engage in remote learning, challenging the pre-pandemic notion that online learning could effectively address school refusal. With a complex interplay of causal factors, a mere change in setting from physical to virtual is insufficient to address the core issues of this difficult problem. The chapter thus advocates for adoption of multi-faceted intervention models encompassing mental health supports, integrating social emotional learning, and taking a proactive approach toward building positive school culture.
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