Psychosocial interventions for school refusal behavior in children and adolescents

Armando Pina, Argero A. Zerr, Nancy Gonzales, Claudio D. Ortiz

Research output: Contribution to journalReview articlepeer-review

53 Scopus citations


This article reviews empirical evidence for the efficacy of psychosocial interventions for school refusal behavior. Data corresponding to 8 experimental single-case and 7 group-design studies are presented. Across studies, behavioral and cognitive-behavioral treatments emerged as promising lines of intervention. These interventions produced improvements in school attendance and youths' symptom levels (e.g., anxiety, fear, depression, anger) based on this study's examination of effect sizes. The article concludes with suggestions for interventionists, researchers, and policy makers attempting to deal with the problem of school refusal.

Original languageEnglish (US)
Pages (from-to)11-20
Number of pages10
JournalChild Development Perspectives
Issue number1
StatePublished - 2009


  • Children
  • Dropout
  • Prevention
  • School refusal
  • Treatment

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies


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