School refusal and isolation: The perspectives of five adolescent school refusers in London, UK

Research has identified a subset of young people who feel unable to engage in mainstream education. Given the hard-to-reach nature of this group, their views on what has caused their isolation from others have received little focus in previous literature. The present study aimed to explore the exper...

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Bibliographic Details
Published in:Clinical child psychology and psychiatry 2021-10, Vol.26 (4), p.1089-1101
Main Authors: Kljakovic, Moja, Kelly, Aidan, Richardson, Andrew
Format: Article
Language:English
Subjects:
Child & adolescent psychiatry
COVID-19
Fear & phobias
Health status
Pandemics
Prevention programs
Protective factors
Refusal
Social media
Students
Youth
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Summary:Research has identified a subset of young people who feel unable to engage in mainstream education. Given the hard-to-reach nature of this group, their views on what has caused their isolation from others have received little focus in previous literature. The present study aimed to explore the experiences and views of a subset of young people seen within an inner London Pupil Referral Unit who were extremely socially withdrawn and unable to attend mainstream education. They were asked what they believe led them to their current situation, the impact of isolation, how their life is going and what they value. Key themes identified were the role of anxiety in withdrawal from education and the protective capacity of social contact, even via social media, in preventing negative outcomes of withdrawal. Sleep, health, education, family and social contact were identified as risk and protective factors and were also things participants identified as values. This research provides insight into potential ways to support young people in returning to mainstream education as well as ideas for preventative measures that may protect future generations from such extreme isolation. This research was conducted before the COVID-19 pandemic, but lessons learned bear relevance in current times.
ISSN:1359-1045
1461-7021
DOI:10.1177/13591045211025782