ArticleThe British journal of educational psychology2023
'She didn't know how to go back': School attendance problems in the context of the COVID-19 pandemic-A multiple stakeholder qualitative study with parents and professionals.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
17 citing papers in PubMed, 1 synthesis or guideline pooled it, 58 citations in OpenAlex.
- Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review.Dyslexia (Chichester, England) · 2026Pooled it
- 'Let's Just Hope for the Best': A Photovoice Study Exploring the Impact of Covid-19 Restrictions on Children With Intellectual Disabilities in the UK.Journal of applied research in intellectual disabilities : JARID · 2026Article
- Intervention for School Anxiety and Absenteeism in Children (ISAAC): Mixed-Method Feasibility Study of a Coach-Assisted, Parent-Focused Online Program.Child psychiatry and human development · 2026Article
- Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities.Journal of child psychology and psychiatry, and allied disciplines · 2026Review
- Editorial: Addressing emotionally based school avoidance: causes, consequences, and interventions.Frontiers in child and adolescent psychiatry · 2026Article
- Child Anxiety and Depression During the COVID-19 Pandemic and Unmet Mental Health Care Needs.Child psychiatry and human development · 2025Article
- School Refusal Behavior in Japan: The Impact of COVID-19 on Children.Children (Basel, Switzerland) · 2025Review
- New Modes of Practice: A Framework Analysis of School Nurses' Accounts of Working With Children and Young People During COVID-19.Journal of advanced nursing · 2025Article
- Lessons Learned from Family-School Relationships during COVID-19: The Experiences of Early Childhood Special Education Professionals.Journal of early childhood teacher education · 2025Article
- School refusal: a hidden challenge for working parents.Journal of occupational health · 2025Review
- Unintended consequences of measures implemented in the school setting to contain the COVID-19 pandemic: a scoping review.The Cochrane database of systematic reviews · 2024Article
- Intervention for school anxiety and absenteeism in children (ISAAC): Co-designing a brief parent-focused intervention for emotionally-based school avoidance.Clinical child psychology and psychiatry · 2024Article
- Stakeholders' experiences with school-based immunization programs during the COVID-19 pandemic in the Canadian Maritimes: A qualitative study.Public health in practice (Oxford, England) · 2024Article
- Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context.BMJ mental health · 2024Article
- 'It feels like I'm back to being a teacher': A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England.The British journal of educational psychology · 2023Article
- Article
- 'She didn't know how to go back': School attendance problems in the context of the COVID-19 pandemic-A multiple stakeholder qualitative study with parents and professionals.The British journal of educational psychology · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID-19 pandemic resulted in school closures worldwide and unexcused absences have increased since schools reopened.
aimsDrawing on multiple stakeholders' perspectives, we aimed to (i) develop a detailed understanding of how school attendance problems (SAPs) have manifested for primary school-aged children in the context of COVID-19; and (ii) identify promising community-based intervention strategies.
methodsWe used a qualitative design with two sequential phases of data collection. Phase 1 involved insight generation using qualitative surveys with parents and professionals working in primary education settings. These results were used to guide in-depth stakeholder interviews in Phase 2. SAMPLE: Phase 1 included 29 parents of primary-school children experiencing SAPs and 19 professionals. Phase 2 included 10 parents and 12 professionals. Parents were recruited through social media; professionals were identified through schools and associated networks in Southern England.
resultsAttendance was particularly challenging for children with special educational needs and pre-existing anxiety problems. Compounding factors included COVID-related anxiety, difficulties adapting to new school routines, poor home-school communication and collaboration, and concerns about academic catch-up. Effective support was characterized by schools and families working closely together. Recommendations for practice improvements centred on early intervention, re-building parent-school relationships, peer support for parents, and improving special educational provision.
conclusionNew interventions for SAPs must be sensitive to the ongoing COVID-19 context. Help should be easily accessible in the community and address modifiable risk and protective factors for individual children, in family systems, and at the home-school interface.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.