School Can't: A sociological, intersectional approach to reframing school refusal

School Can't: A sociological, intersectional approach to reframing school refusal

In line with the 2024 Australian Government Senate Inquiry, we understand that the use of 'school refusal' as a term pathologises and portrays children and young people and their distress as either irrational or deviant, with the young person being responsible for their behaviour choices. Accordingly, we use the term 'school can’t' to highlight the emotional and physical impacts of ongoing school-based stressors. However, this individualised approach limits the understanding of the complexity of the experience and of ways to navigate this complexity in young people's best interests. Through a sociological lens, schools are designed with a normative child in mind, and for children who do not align with these norms school is more difficult. Previous literature, and submissions to the Senate Inquiry, have indicated that there are many groups of students identified as being disproportionately represented in the school can’t data, including those who are neurodiverse, LGBTQ+, Indigenous and those born with innate variations of sex characteristics. However, little exploration has been undertaken into the reasons why such diverse groups can have a similar response to their school experiences. To understand how to improve school experience requires more systemic thinking, using a dynamic socio-ecological model, including consideration of both micro and macro factors, and what parents know about their children. This could shift the focus from individual pathology to a social model, and inclusive educational practices.

Proposed Questions

What do we need to do about school cultures, considering what we know about school experiences and the intersection of young people's identities and positions?

How might we change the design and use of school buildings and classrooms for all students, to be more inclusive?

How might we change pedagogies and other school practices for all students, to be more inclusive?

How could parents' knowledge of under what conditions their children thrive inform changes in schools?

How do we balance a focus on support for individual children with systemic change to make schools more inclusive?

What research is needed to support this work?