- Background on School Phobia
- Participants Background and Demographics
- School Mental Wellness Protective Factors
- School Experience: Disability Support
- The Experience of Parents
- Punitive Approaches and Experience of Educational Exclusion
- A Needs-Based Approach
- Conclusion
2. Participants Background and Demographics
Key Demographics Information:
- Out of a total of 519 respondents, most students with school phobia and absenteeism were aged between 12 and 17 and in grade 8 to grade 11.
- Almost half (233 out of 519) of respondents had missed more than 1 month of school in the past year at the time of responding to the survey.
- Less than half of students (27% in total) received any form of support from school staff. More than half of respondents received help from school support professionals or outside professionals.
Respondents indicated that their children were aged five to 20, with most young people aged 13 to 16 at the time of completing the survey.
Respondents indicated that their children were in kindergarten to postsecondary, with most students in grades 8 to 11.
Participants Children School Phobia and Absence Experience
Although most parent respondents indicated that their children were currently in grades 7 to 11, the first warning signs and symptoms of school phobia for 191 out of 519 students presented at five years old. An overwhelming number of students experienced school phobia from their first days in school but were able to contain and manage their school phobia until they imploded and experienced chronic absenteeism.
When a student misses 40% of class time in a two-week period, about two days a week, the situation is urgent (Kearney, 2007). Almost half (233 out of 519) of respondents had missed more than 1 month of school in the past year when they responded to the survey.
- Background on School Phobia
- Participants Background and Demographics
- School Mental Wellness Protective Factors
- School Experience: Disability Support
- The Experience of Parents
- Punitive Approaches and Experience of Educational Exclusion
- A Needs-Based Approach
- Conclusion