ArticleContinuity in education2022
Signposts for School Refusal Interventions, Based on the Views of Stakeholders.
Article in Continuity in education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
What it found
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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.
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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.
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Who cites it
8 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
- Cross-Cultural Perspectives on School Absenteeism: Comparative Profiles from Italy, Spain, and Turkey.Continuity in education · 2026Article
- Network analysis of school absence: central symptoms and their functions.Frontiers in child and adolescent psychiatry · 2025Article
- Teachers' experiences with the Back2School intervention-a pilot study addressing problematic school absenteeism.Frontiers in psychology · 2025Article
- Does multifamily therapy help parents of adolescents with anxiety-based school refusal? A qualitative approach.PloS one · 2025Article
- Identifying students of concern. Primary school teachers' reflections on assessing students' general school functioning based on the concept of typicality.Frontiers in psychology · 2025Article
- Qualitative Study Examining Attendance for Secondary School Pupils With Long-Term Physical Health Conditions.Continuity in education · 2024Article
- Signposts for School Refusal Interventions, Based on the Views of Stakeholders.Continuity in education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.
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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.