點解有啲日子返唔到學？研究整理自閉學生缺席同拒學背後嘅因素 Why Some Days Feel Too Hard for School: What Research Says About Absenteeism and School Refusal in Autistic Students

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文

德國奧爾登堡大學嘅 Sasso 同 Sansour，喺 2024 年 9 月於期刊《Review Journal of Autism and Developmental Disorders》發表一篇開放取用嘅系統性回顧，整理自閉學生校園缺席同拒學相關嘅風險同影響因素。團隊按 PRISMA 流程搜尋，最終納入 18 項研究（定量 13、混合 2、質性 3），用敘述性綜合整理結果，因為各研究對「缺席」定義同量度方法唔統一。[1]

English

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]

2. 研究見到咩關聯 ｜ What links the review found

中文

研究發現，學校層面嘅因素最常被指出：欺凌、主流學校教職員對自閉理解不足、環境未有彈性配合（例如嘈音、大班、無結構時段）、同負面校園經驗。個人層面方面，焦慮等內在困擾、年齡、性別差異等亦有被提及；家長層面則包括失業、家人健康等，同缺席有關聯。

作者同時整理到一啲有助重新投入校園嘅做法方向：師生互動質素、家校協作、靈活學習安排、同聽取學生自己嘅聲音。以上只係整理出嚟嘅關聯同風險方向，唔代表某一種因素一定導致缺席，亦唔代表每個自閉學生都會拒學。[1]

English

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]

3. 讀研究時要留意 ｜ Reading the findings with care

中文

呢篇回顧整理嘅係「邊啲因素同缺席一齊出現」，唔係證明某一種因素必然導致拒學。欺凌只係多個學校因素之一，唔好簡化成「被欺負就一定唔返學」。研究樣本主要來自英美澳日北歐等地，香港學制、SEN 支援同家校文化唔同，只可以作參考。出街版唔推介任何特定學派，只提醒家長可以由「環境同關係」切入理解，而唔好淨係怪孩子「懶」或者「脾氣」。[1]

English

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]

4. 香港家長可以點留意 ｜ Small things Hong Kong parents can notice

中文

香港家長如果發現孩子經常肚痛、瞓唔着、或者朝早喊住唔想返學，可以先同孩子傾「學校邊一段時間最辛苦」：係咪嘈、人多、無結構時段、定係被人取笑。再同班主任同 SENCO 分享屋企同學校嘅對比，一齊睇有冇空間調節座位、休息角、或者減少無結構時段嘅壓力。如果涉及欺凌，要分開處理，唔好只要求孩子硬食。

喺 CRP（Communication, Relationship, Parenting）嘅角度，返學本身就牽涉溝通同關係：家長、孩子同學校肯慢慢傾「邊度辛苦、邊度可以鬆啲」，孩子先較容易感覺到自己有份。研究只係參考；每位孩子節奏唔同。如有持續唔返學或者情緒困擾，可以向學校 SENCO 或相關服務單位查詢。

English

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.

資料來源 ｜ 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 ）

免責聲明 ｜ Disclaimer

教育資訊，非診斷或醫療建議。 Educational information, not a diagnosis or medical advice.

周Sir 嘅講座同文章屬家長教育，不提供診斷、評估或治療，亦不提供醫療或用藥建議；如有需要，請諮詢合資格專業人士。

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.