Thinking back to our school life we ​​can remember particular moments in which we behaved badly or tried to find excuses to stay at home; but these were not considered problematic. School attendance problems occur when the student reaches a certain frequency of unjustified absences. According to Kearney, temporary absenteeism is normal; but consistent absenteeism with frequent misbehavior or school anxiety is considered problematic. After having defined it as problematic, the second phase is the differentiation of motivation (absenteeism motivated by parents/children). The focus of this report will be on school refusal, a form of child-motivated absenteeism (non-attendance due to the child). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay School refusal (SR) can be defined as the lack of school attendance, secondarily due to psychological symptoms without a mental cause or possible negative emotional expectations at school. “We talk about absenteeism linked to anxiety, usually due to separation, general or social anxiety.” According to Berg and colleagues, refusal to attend should lead to longer absenteeism problems, the child should stay at home, his or her emotional distress should lead to behavioral outcomes (not highly antisocial behavior), and parents should insist on the child's presence. up to a point to be considered as SR. There is no formal diagnosis of school refusal in the DSM, but it is observed that those who refuse usually have other diagnoses of internalized disorder. A significant association was found with performance anxiety, school-related fears, anxiety disorders and SR with depression and separation anxiety as the most common secondary diagnoses. Follow-up studies mentioned in Heyne & Sauter (2013) indicate that SR could be a threat to children's social, social, academic and emotional development and increase the risk of current and future mental problems, while highlighting the Possible outcomes of careless school refusal problems in children. Therefore, investigating the factors involved in the development and maintenance of SR is valuable for determining possible effective treatments, minimizing the loss of skills learned in school and maximizing the quality and adaptation for future developmental challenges, indicating possible problematic behaviors to children. parents, helping to take precautions before starting and pointing out situations to seek assistance. School-based factors such as classroom management and social context are listed as independent variables in school attendance surveys in Havik and colleagues' study. Teachers' classroom management, including student-student interaction and teacher-student support, is believed to have a huge impact on student well-being; while the impact of classroom organization and structure on attendance rates has not been assessed in previous studies. According to these findings, good classroom management can promote good peer relationships and decrease bullying which would indirectly influence SR. By preventing possible negative experiences at school and promoting positive peer relationships, good classroom management could promote school attendance. Predictability and order in the classroom may be other promoters of positive school attendance. It was found that there may also be a direct relationship between supportive teacher-student relationships and decreased student perceived stress and negative emotions. Some contextual examples.