Reengagement With Education: A Multidisciplinary Home-School-Clinic Approach Developed in Australia for School-Refusing Youth. Issue 1 (February 2019)

• Record Type: Journal Article
• Authors: McKay-Brown, Lisa; McGrath, Rebecca; Dalton, Leah; Graham, Lorraine; Smith, Alison; Ring, Judy; Eyre, Kathy
• Is Part Of: Cognitive and behavioral practice. Volume 26:Issue 1(2019)
• Page Start: 92
• Page End: 106
• Publication Date: 2019-02
• Subjects: school attendance problems -- school refusal -- mental health -- education -- multidisciplinary team; Behavior therapy -- Periodicals; Cognitive therapy -- Periodicals; Behavior Therapy -- Periodicals; Cognitive Therapy -- Periodicals; 616.8914205
• DOI: 10.1016/j.cbpra.2018.08.003
• Languages: English
• ISSNs: 1077-7229

Abstract

Abstract: School refusal (SR) can result in decreased academic achievement, impaired social connections, and family stress. Current interventions for SR include behavioral and cognitive-behavioral treatments that are not always effective. Incorporating multidisciplinary work that includes therapeutic and educational interventions may enhance outcomes for youth displaying SR. The In2School program fosters a working partnership between mental health clinicians and teachers. It was designed to meet the needs of young people missing more than 50% of school in the previous 6 weeks due to mental health disorders, including anxiety or depression. This paper reports on an action research study in which the In2School program was piloted. Over a 14-week period, therapeutic and educational interventions were integrated into the learning environment via a transitional classroom to support youths' return to school. Outcomes of this program are reported for the first cohort of 7 youth. Of these youth, 6 returned to mainstream schooling with attendance levels being maintained for 6 months after completing the intervention. Progress was observed in mental health recovery, quality of life reports, increased social interactions with peers, and positive experiences at school. The preliminary results presented in this paper suggest that a multidisciplinary, home-school-clinic intervention holds promise for helping school-refusing youth to return to school. Highlights: School refusal is a complex issue which requires multidisciplinary approaches. Wraparound models of care may address the complex range of factors linked to school refusal. In2School is a wraparound model involving mental health and education staff in a 'transitional' classroom. Improved school attendance, mental health and quality of life suggest In2School is a promising model of care.