School Anxiety and Absenteeism in Children and Adolescents
Based on the Singularity Academy’s field research
Zhang Ying & Roland Thorsten
Abstract
School anxiety and absenteeism are pressing challenges that affect a significant number of children and adolescents worldwide. Although schools are intended to be environments conducive to learning and socialization, for some students, they become sources of stress, anxiety, and emotional distress. This article examines the causes and effects of school anxiety and absenteeism, explores their impact on the well-being of young people, and outlines therapeutic and preventive measures that can help mitigate these issues.
Case Report: A Clinical Observation
Over the course of eight weeks, we observed a 15-year-old male adolescent in our inpatient psychiatric facility, who had not attended school for 1.5 years. His prolonged absence from school was linked to a severe anxiety and panic disorder
that first manifested in the school environment. The adolescent exhibited typical symptoms of anxiety, including heart palpitations, shortness of breath, claustrophobia, and an intense fear of death, which rendered him unable to attend
school. In addition to these symptoms, he suffered from a motor tic disorder, which involved pronounced blinking, further exacerbating his social anxiety. He expressed significant concern about being observed by others, which contributed to his
avoidance of social situations, including school.
Over the course of treatment, it became evident that the lack of appropriate intervention had allowed his anxiety to compound, leading to the development of separation anxiety. At the time of his admission, he was completely dependent on
his parents for care. For example, he was unable to leave his room or the clinic without the presence of his father. Initially, his father accompanied him at all times, even within the facility. Through high-frequency therapeutic interventions, psychoeducation, behavioural reinforcement plans, and active family involvement, the adolescent made significant progress. After two months, he was able to regain some degree of autonomy, such as leaving the clinic unaccompanied, shopping independently, attending internal school lessons, and rebuilding social relationships
with peers.
By the beginning of the third month, in consultation with the school, the adolescent was able to attend classes for the first time in 18 months. We recommend a gradual reintegration approach, starting with brief periods of school attendance, such as 1-2
hours per day, with incremental increases based on the student’s progress. This case is indicative of the common challenges faced by children and adolescents who experience extended illness-related absences from school. Many of these students,
particularly since the onset of the COVID-19 pandemic, struggle with significant emotional and social difficulties as a result of prolonged isolation from their peer groups.
Understanding School Anxiety - Definition and Symptoms
School anxiety refers to an overwhelming fear or apprehension regarding attending school or engaging in specific school-related situations. This anxiety manifests in various forms, including physical symptoms (e.g., stomachaches, headaches, nausea), emotional responses (e.g., crying, social withdrawal), and behavioral changes (e.g., reluctance to attend school, avoidance of social interactions).
Common Triggers of School Anxiety
1.Academic pressure, including fear of exams or poor performance
2.Social anxiety, such as fear of bullying, peer conflict, or exclusion
3.Difficult relationships with teachers or other school personnel
4.Feelings of inadequacy or academic failure
School anxiety is not limited to generalized distress about the school environment; it can also be linked to specific situations or interactions, such as particular teachers, classes, or academic tasks.
Types of School Anxiety
1.Generalized School Anxiety: A pervasive fear about the overall school experience.
2.Specific School Related Fears: Targeted anxieties about specific aspects of school life, such as exams, presentations, or interactions with certain teachers.
Impacts on Academic and Emotional Development
The effects of school anxiety are profound. It can severely hinder academic performance, leading to missed lessons, lower grades, and, in extreme cases, school dropout. Additionally, students with school anxiety often experience social isolation, which interferes with the development of critical social skills. Emotional challenges such as depression, low self-esteem, and persistent anxiety may also arise if the problem is not addressed.
Defining School Absenteeism - Concept and Categories
School absenteeism is defined as frequent or prolonged absence from school without valid medical or legitimate reasons. While occasional absenteeism is a normal part of childhood, it becomes problematic when absences are unexcused and become chronic.
Categories of School Absenteeism
1.Truancy: Deliberate avoidance of school, often without the knowledge of parents or guardians.
2.School Refusal: Absence from school due to anxiety or psychological distress, typically with the awareness and sometimes the involvement of parents
3.Hidden Absenteeism: Attendance at school without active participation (e.g., students who arrive at school but avoid attending classes or leave early).
School absenteeism is often a symptom of deeper emotional and psychological distress, which may include anxiety disorders, depression, or social difficulties. Understanding the root causes of absenteeism is crucial for effective intervention.
Causes of School Anxiety and Absenteeism
Both school anxiety and absenteeism are multifactorial, often resulting from an interplay of individual, familial, school-related, and societal factors.
1.Individual Factors: Personal traits such as low self-esteem, perfectionism, or difficulty coping with stress can increase vulnerability to school anxiety. Additionally, some children may have pre-existing psychological conditions, such as generalized anxiety disorder, which can be triggered or exacerbated in the school environment.
2.Family Dynamics: Family-related factors, including parental overprotection, family conflict, or lack of emotional support, can contribute to the development of school anxiety. In some cases, children may learn maladaptive coping strategies from parents who also struggle with anxiety.
3.School-Related Factors: Academic pressure, perceived failure, bullying, and conflicts with teachers or peers are common sources of anxiety for students. A negative or unwelcoming school climate can exacerbate feelings of fear and avoidance.
4.Social and Cultural Factors: The increasing societal pressure to perform academically, coupled with the pervasive influence of social media, can increase feelings of inadequacy or fear of social exclusion. These pressures can contribute to both school anxiety and absenteeism.
Effects of School Anxiety and Absenteeism
The consequences of school anxiety and absenteeism are wide ranging and impact various aspects of a child's development.
1.Academic Impacts: Missed school days result in academic deficits, including gaps in knowledge, lower grades, and a lack of preparation for future educational opportunities. Over time, this can lead to school dropout.
2.Social Impacts: Social withdrawal due to anxiety can result in isolation, impairing the development of essential social skills. Peer relationships are critical for emotional development, and prolonged isolation can lead to a lack of social competence.
3.Psychological Impacts: Chronic school anxiety can result in or exacerbate other psychological conditions, such as depression, generalized anxiety, and low selfworth. It can also lead to a cycle of avoidance, where the child’s anxiety about school prevents them from participating, which, in turn, increases their fear.
Interventions and Solutions
Early intervention is crucial to managing school anxiety and absenteeism effectively. The following approaches have been identified as effective in addressing these issues:
Early Intervention and Collaboration: Timely recognition of school anxiety is critical. Teachers, parents, and mental health professionals must work together to identify early signs of anxiety and absenteeism, allowing for swift intervention.
Open Communication Between Parents, Teachers, and Students: Fostering regular and transparent communication can help identify underlying issues and develop collaborative strategies for addressing school anxiety.
Therapeutic Support:
Psychological interventions, such as Cognitive Behavioral Therapy (CBT), have been shown to be effective in treating school anxiety. CBT helps children identify and modify negative thought patterns and develop healthier coping mechanisms.
Creating a Supportive School Climate: Schools should prioritize creating an environment where students feel safe, valued, and supported. Anti-bullying programs, social skills training, and student counseling services are critical components of this approach.
Gradual Reintegration: For students who have been absent from school for extended periods, gradual reintegration is key. This may involve starting with brief periods of attendance and slowly increasing the duration as the student becomes more comfortable.
Conclusion
School anxiety and absenteeism represent significant challenges to the well-being and academic success of many children and adolescents. Addressing these issues requires a multifaceted approach that involves early identification, effective therapeutic interventions, and strong collaboration between parents, schools, and mental health professionals. By providing the necessary support and creating a positive school climate, we can help children overcome their fears and reintegrate into school life, fostering their academic and emotional growth.