In Australia, the term “school can’t” has recently come into public focus, particularly following a Four Corners episode titled The Kids Who Can’t Go to School. It refers to students experiencing “school refusal,” where mental health challenges, developmental conditions, or other psychological barriers make regular school attendance difficult or even impossible. School refusal is distinct from truancy, as it involves children who generally desire to attend but are prevented by conditions outside their control. This article explores the causes, impacts, and proposed solutions for addressing “school can’t,” with a focus on how Australia’s educational and healthcare systems can better support affected students.

Keywords: School can’t, School refusal, Child mental health and education, Educational support for mental health, Post-pandemic school challenges

“School can’t” describes a spectrum of behaviours under the broader umbrella of school refusal, where children face severe difficulties attending school due to mental health issues like anxiety, depression, or trauma, as well as developmental conditions such as autism or ADHD. Unlike truancy, these students are not avoiding school out of defiance but rather because their mental or physical well-being prevents regular attendance (Heyne & King 2004).

The recent Four Corners investigation highlights the plight of these children and their families, who often face stigma and pressure to conform to traditional attendance expectations, despite their unique challenges (ADHD Australia 2024).

School refusal can arise from multiple interrelated factors:

1. Mental Health Disorders
Mental health conditions such as generalised anxiety disorder (GAD), social anxiety, and depression are among the leading causes of school refusal. Children with anxiety disorders often experience overwhelming stress related to school situations, including academic pressures and social interactions (Kearney & Albano 2004).

2. Neurodevelopmental Disorders
Children with autism spectrum disorder (ASD) and ADHD may struggle with the sensory overload, rigid structure, and social demands typical of school environments. Their experiences often include challenges in processing sensory information, managing impulsivity, and understanding social norms, which can create an overwhelming school experience (Tonge & Silverman 2012).

3. Post-Pandemic Adjustments
The COVID-19 pandemic had a profound impact on children’s mental health, with increased levels of anxiety, depression, and social withdrawal. Many students who thrived in remote learning environments found it difficult to transition back to in-person schooling. This has contributed to a post-pandemic increase in cases of school refusal as students struggle to readjust to pre-pandemic routines (Loades et al. 2020).

School refusal has significant repercussions on a student’s educational development and psychological well-being, as well as on family dynamics:

1. Academic and Social Implications
Prolonged school absence can lead to gaps in learning, academic delays, and reduced social skills. Isolation from peers may increase feelings of loneliness and exacerbate anxiety, making reintegration even harder (Egger et al. 2003).

2. Family Stress and Stigma
Parents of children experiencing school refusal often feel intense pressure from schools and society, which can result in feelings of guilt, shame, and frustration. Families may face scrutiny, especially in cases where school systems or communities misunderstand the nature of school refusal, conflating it with truancy or parental neglect (Heyne & King 2004).

3. Mental Health Decline
For children, repeated exposure to environments that heighten stress or discomfort can exacerbate their underlying conditions. Anxiety can worsen over time, leading to depression or other mental health issues if left unaddressed.

Addressing “school can’t” requires a collaborative approach involving educators, mental health professionals, and policymakers. Key interventions include:

1. Creating Supportive School Environments
Schools that cultivate an inclusive and supportive atmosphere can reduce stress for students with mental health challenges or neurodevelopmental conditions. This includes implementing flexible learning options, sensory-friendly environments, and training for teachers on managing diverse student needs (Tonge & Silverman 2012).

2. Personalised Return-to-School Plans
For students re-entering the school environment, gradual and personalised reintegration plans are essential. These may include part-time attendance, remote learning options, or designated safe spaces within the school where children can take breaks if they feel overwhelmed (Kearney & Albano 2004).

3. Integrating Mental Health Services
Embedding mental health support within the school setting, such as counsellors and social workers trained in child psychology, can provide accessible support to students and help families navigate the challenges of school refusal. Schools can work with local health services to offer assessments and interventions, reducing the stigma surrounding mental health care (Egger et al. 2003).

The phenomenon of “school can’t” is an urgent reminder of the need for more empathetic, flexible, and supportive educational approaches. By prioritising mental health, accommodating diverse needs, and working closely with families, schools can create environments where all children feel safe, included, and capable of participating. Supporting students who experience school refusal is not only a matter of educational policy but also a commitment to fostering well-being in every child.

• ADHD Australia 2024, The Kids Who Can’t Go to School, Four Corners [YouTube], 5 Feb, https://www.youtube.com/watch?v=a9wkvfdDInA.
• Egger, HL, Costello, EJ & Angold, A 2003, ‘School refusal and psychiatric disorders: A community study’, Journal of the American Academy of Child & Adolescent Psychiatry, vol. 42, no. 7, pp. 797-807.
• Heyne, D & King, N 2004, ‘Treatment of school refusal’, Behavior Modification, vol. 28, no. 3, pp. 380-411.
• Kearney, CA & Albano, AM 2004, ‘The functional profiles of school refusal behavior’, Behavior Modification, vol. 28, no. 1, pp. 147-161.
• Loades, ME, Chatburn, E, Higson-Sweeney, N, Reynolds, S, Shafran, R, Brigden, A, Linney, C, McManus, MN, Borwick, C & Crawley, E 2020, ‘Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19’, Journal of the American Academy of Child & Adolescent Psychiatry, vol. 59, no. 11, pp. 1218-1239.
• Tonge, BJ & Silverman, WK 2012, Child and Adolescent Mental Health, 1st edn, Oxford University Press, New York.

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