ArticleFrontiers in psychology2025
School-based support for emotion-related attendance challenges: effectiveness of @School when implemented with neurodiverse adolescents, their parents, and school staff.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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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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Who cites it
2 citing papers in PubMed.
- Home-Based Occupational Therapy for Emotion-Related School Attendance Challenges: Two Case Studies.Cureus · 2025Article
- Network analysis of school absence: central symptoms and their functions.Frontiers in child and adolescent psychiatry · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Emotion-related school attendance challenges (ER-SAC) among neurodiverse adolescents are a growing concern due to their impact on both academic and social-emotional development. Despite the prevalence of ER-SAC, few school-based interventions specifically addressing this challenge have been evaluated in real-world settings. The current effectiveness study examined outcomes of the @School intervention, a modular, developmentally sensitive cognitive behavioral intervention that had previously only been evaluated in a research context. In this study, it was delivered by school-based psychologists in a specialized educational setting. Nineteen neurodiverse adolescents aged 12-17 years, all experiencing ER-SAC, participated in the study along with their parents. @School comprises individualized modules for adolescents and parents, as well as structured collaboration with school staff. Outcomes were assessed at pre-, post-, and five-month follow-up, and included adolescents' school attendance, anxiety, school-related fear, depression, and self-efficacy, together with parent self-efficacy. Results revealed significant improvements in school attendance, adolescent anxiety (reported by both adolescents and parents), adolescent depression (reported by parents), and school-related fear. No significant changes were observed in adolescent or parent self-efficacy. Post-hoc analyses indicated significant reductions in social anxiety symptoms, although these reductions did not predict school attendance outcomes. Findings support the effectiveness of the @School intervention, delivered in a real-world setting, for improving school attendance and reducing emotional distress among neurodiverse adolescents. The results also highlight the value of school-based interventions that integrate support across multiple levels-addressing the needs of adolescents, their parents, and the school environment-to respond to the complex emotional and contextual factors contributing to ER-SAC.
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