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<p>When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns about students with school refusal behavior and the school system’s ability to address their special needs in these circumstances. Six students referred to the school absenteeism team were interviewed about their circumstances, using an author-developed interview. The results indicate that the students rated homeschooling as very satisfactory. Students with school refusal behavior participated in homeschooling and their attendance continued during the initial reopening of schools.</p></abstract>

When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns about students with school refusal behavior and the school system’s ability to address their special needs in these circumstances. Six students referred to the school absenteeism team were interviewed about their circumstances, using an author-developed interview. The results indicate that the students rated homeschooling as very satisfactory. Students with school refusal behavior participated in homeschooling and their attendance continued during the initial reopening of schools.

Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns...

	School	Diagnosis	Absenteeism*	Refusal behaviour
A	Lower secondary school	Neuro-developmental disorder	3 days	Sleeping in, tiredness, stomach ache, aggression
B	Primary school	Anxiety	2.5 days	Verbal refusal, somatic complaints
C	Primary school	Anxiety symptoms	0 days	Verbal refusal
D	Primary school	Anxiety	0.5 days	Anxiety symptoms, frustration, verbal refusal
E	Primary school	Neuro-developmental disorder Anxiety	2.5 days	Postpones tasks related to school, delaying
F	Lower secondary school	Depression symptoms	5 days	Total absenteeism, low motivation, boredom, depression symptoms

Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic

Article Category: Research Article

Online veröffentlicht: 15. Dez. 2022

Seitenbereich: 134 - 143

DOI: https://doi.org/10.2478/sjcapp-2022-0014

Schlüsselwörter
homeschooling, school refusal behavior, social, school and emotional factors, individualized measures

© 2022 Ulla Irene Hansen, Kenneth Larsen, Hanne Sundberg, Ellen Kathrine Munkhaugen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Characteristics of the six participants.

Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic

Article Category: Research Article

Online veröffentlicht: 15. Dez. 2022

Seitenbereich: 134 - 143

DOI: https://doi.org/10.2478/sjcapp-2022-0014

Schlüsselwörterhomeschooling, school refusal behavior, social, school and emotional factors, individualized measures

© 2022 Ulla Irene Hansen, Kenneth Larsen, Hanne Sundberg, Ellen Kathrine Munkhaugen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Characteristics of the six participants.

Schlüsselwörter
homeschooling, school refusal behavior, social, school and emotional factors, individualized measures