ArticleBMJ mental health2024
Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context.
Article in BMJ mental health, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled it.
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Who cites it
16 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Intensive interventions for emotionally based school avoidance: a scoping review of program structures and therapeutic levers.Frontiers in psychiatry · 2026Pooled it
- 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
- Developmental Differences in the Emotional and Behavioural Profiles of Emotionally Based School Avoidance (EBSA) in Children and Adolescents.The Psychiatric quarterly · 2026Article
- Causal modeling of school aversion in psychiatrically referred adolescents: a DoWhy-based analysis.BMC medicine · 2026Article
- Reconceptualizing school refusal behavior and related symptoms from an ecological perspective.Pediatric investigation · 2026Article
- School absenteeism data for surveillance purposes: a proxy for acute respiratory infection rates.BMC public health · 2026Article
- Commentary: Framing chronic absenteeism and emotionally based school absenteeism as public health problems.Frontiers in child and adolescent psychiatry · 2026Article
- Article
- What drives EBSA across contexts? evidence from China using BERTopic.Frontiers in child and adolescent psychiatry · 2026Article
- School Refusal Behavior in Japan: The Impact of COVID-19 on Children.Children (Basel, Switzerland) · 2025Review
- Looking Back After the First Year of the COVID-19 Pandemic: Parents' View on Screen Media Use, Psychopathology, and Psychological Burden in a Clinical Sample of Children and Adolescents.Healthcare (Basel, Switzerland) · 2025Article
- School refusal: a hidden challenge for working parents.Journal of occupational health · 2025Review
- Factors associated with school absenteeism due to difficulty awakening: a two-year prospective cohort study of Japanese adolescents.Environmental health and preventive medicine · 2025Article
- Association between COVID-19 pandemic and school refusal among elementary school children in Japan: difference-in-differences analysis.Frontiers in public health · 2025Article
- Fostering school reintegration after psychiatric inpatient treatment: description and study protocol of an evaluation study about a rehabilitation program for children and adolescents with chronic school refusal (SchuTIng-stAR).Frontiers in child and adolescent psychiatry · 2025Article
- Early detection of students' mental health issues from a traditional daily health observation scheme in Japanese schools and its digitalization.Frontiers in public health · 2024Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
School absences have risen following the COVID-19 pandemic and persistent absenteeism remains high in primary and secondary schools in England compared with pre-pandemic levels. This coincides with an upward trend in emotionally based school avoidance (EBSA). EBSA adversely affects children's educational attainment, health, social functioning and life prospects and warrants early intervention before a pattern of absenteeism becomes entrenched. In this article, we consider how the COVID-19 pandemic and its sequelae have created a 'perfect storm' of conditions, amplifying known school, family and child-based risk factors for EBSA while simultaneously reducing access to support services. We then outline priorities for developing new EBSA interventions and argue for a multi-component approach, which works across education, health and social care, and voluntary sectors to address the complex interplay between risk factors. Given the difficulties that families often face in obtaining timely support for EBSA, it is also essential that new interventions are accessible, resource-efficient and scalable. To this end, we specifically discuss the potential for contextually-sensitive, parent-focused interventions that can be delivered online with minimal synchronous support from a trained coach or facilitator.
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