Why Some Days Feel Too Hard for School: What Research Says About Absenteeism and School Refusal in Autistic Students
Byline: Chau Sir / chausir.com
This article summarises public research with AI assistance.
What the study looked at
Sasso and Sansour at the University of Oldenburg published an open-access systematic review in September 2024 in the Review Journal of Autism and Developmental Disorders. They gathered evidence on risk and influencing factors linked with school absenteeism and school refusal among autistic students. Following a PRISMA search, they included 18 studies (13 quantitative, 2 mixed methods, 3 qualitative) and used narrative synthesis, because definitions and measures of absenteeism were not consistent across studies. [1]
What links the review found
School-level factors were named most often: bullying, limited understanding of autism among mainstream staff, environments with little flexibility (for example noise, large classes, and unstructured periods), and negative school experiences. At the individual level, inner distress such as anxiety, age, and gender differences were also mentioned. At the family level, factors such as unemployment and family health were associated with absenteeism.
The authors also summarised directions that may support a return to school: the quality of teacher-student interaction, home-school collaboration, flexible learning arrangements, and listening to students’ own voices. These are patterns of association and risk direction, not proof that any one factor causes absenteeism, and not a claim that every autistic student will refuse school. [1]
Reading the findings with care
This review maps which factors tend to appear alongside absenteeism. It does not prove that any one factor necessarily causes school refusal. Bullying is one school factor among several, not a simple claim that being bullied always leads to staying home. Most of the evidence comes from the UK, the US, Australia, Japan and Northern Europe; Hong Kong’s school system, SEN supports and home-school culture differ, so the findings are a reference only. This article does not promote any particular school of practice; it invites parents to start from environment and relationship, rather than labelling the child as lazy or difficult. [1]
Small things Hong Kong parents can notice
If a Hong Kong parent notices frequent tummy aches, trouble sleeping, or mornings when the child cries about not wanting school, it can help to ask which part of the day feels hardest: noise, crowds, unstructured time, or being teased. Sharing the contrast between home and school with the class teacher and SENCO can open room to adjust seating, a quiet corner, or pressure in unstructured periods. If bullying is involved, it needs its own response; asking the child to simply tough it out is not enough.
From a CRP (Communication, Relationship, Parenting) point of view, getting to school is itself about communication and relationship: when parents, children and schools keep talking about what hurts and what could ease, the child is more likely to feel involved. The research is a reference only. Every child has their own pace. If absenteeism or emotional distress continues, you can ask the school SENCO or a relevant service provider.
Sources
1. Sasso, I., & Sansour, T. (2024). Risk and influencing factors for school absenteeism among students on the autism spectrum: A systematic review. Review Journal of Autism and Developmental Disorders. Advance online publication, 5 September 2024. https://doi.org/10.1007/s40489-024-00474-x （開放全文 Open access: https://link.springer.com/article/10.1007/s40489-024-00474-x ）
Disclaimer
Educational information, not a diagnosis or medical advice.
Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.
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