The Link Between School Refusal and Social Skills: How Strivesocial Can Help
School refusal is a complex and often misunderstood issue that affects a significant number of children and adolescents. Defined as a child's refusal to attend school or difficulty remaining in school for an entire day, school refusal can stem from various factors, including anxiety, depression, and social challenges. At Strivesocial, we understand that one of the key underlying issues contributing to school refusal is a deficit in social skills. By addressing these deficits through targeted social skills training, we aim to help students overcome their fears and anxieties related to school attendance.
Understanding School Refusal
School refusal is not simply a matter of a child being stubborn or lazy. It is a serious condition that requires understanding and intervention. According to Dr Christopher Kearney, a leading expert on school refusal, "Children who refuse school often experience significant emotional distress about attending school and may exhibit physical symptoms such as headaches, stomachaches, or other pains." This distress can be so overwhelming that the child cannot attend school.
The Role of Social Skills in School Refusal
One of the less obvious but critical factors in school refusal is the child's social skills. Social skills are essential for forming relationships, navigating social situations, and feeling a sense of belonging in school. When a child struggles with these skills, school can become a daunting place filled with potential social pitfalls.
Dr. Elizabeth Laugeson, founder of the PEERS® (Program for the Education and Enrichment of Relational Skills) program at UCLA, highlights the importance of social skills in children's overall well-being: "Social skills are not only crucial for developing friendships but are also key to building self-esteem and resilience." When children lack these skills, they may feel isolated, leading to increased anxiety and avoidance behaviors, including school refusal.
The PEERS® Program and Its Impact
The PEERS® program, developed at UCLA, is an evidence-based social skills training program that has shown remarkable success in improving social interactions among children and adolescents. The program focuses on teaching concrete skills such as how to make and keep friends, handle teasing and bullying, and navigate social rejection.
A study conducted by Laugeson and colleagues demonstrated that participants in the PEERS® program showed significant improvements in social skills, social engagement, and overall social competence. These improvements were sustained over time, highlighting the program's effectiveness.
How Strivesocial Incorporates PEERS® Principles
At Strivesocial, we have integrated the principles of the PEERS® program into our social skills training services. Our approach is designed to address the specific social challenges that contribute to school refusal. By focusing on practical, evidence-based strategies, we help children develop the skills they need to feel more comfortable and confident in social settings.
Our programs include:
Individual: Tailored to meet the unique needs of each child, our sessions provide a safe and supportive environment for learning and practicing new skills.
Role-Playing and Social Scenarios: We use role-playing exercises and real-life social scenarios to help children apply their skills in a controlled setting.
Parent Training and Support: We believe that parents play a crucial role in reinforcing social skills. Our programs include training for parents to help them support their children's social development at home.
Conclusion
School refusal is a multifaceted issue that requires a comprehensive approach. By addressing social skills deficits, we can tackle one of the root causes of school refusal and help children build the confidence they need to succeed in school and beyond. At Strivesocial, we are committed to providing the tools and support necessary for every child to thrive.
If your child is struggling with school refusal, consider reaching out to us. Together, we can help your child develop the social skills they need to feel confident and connected in their school environment.
References:
Kearney, C. A. (2007). "School Refusal Behavior in Youth: A Functional Approach to Assessment and Treatment." American Psychological Association.
Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). "Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS® Program." Journal of Autism and Developmental Disorders, 42(6), 1025-1036.
