THE PHENOMENON OF SCHOOL REFUSAL AMONG THIRD-GRADE ELEMENTARY SCHOOL STUDENTS A CASE STUDY ON CAUSAL FACTORS AND EDUCATIONAL RESPONSES
DOI:
https://doi.org/10.23960/qg9sb663Keywords:
School Refusal, Elementary School Students, Case Study, Contributing Factors, Educational ResponseAbstract
School refusal is an educational phenomenon characterized by a student’s difficulty or reluctance to attend and participate in school activities, which may be related to psychological factors or experiences within the school environment. This study aims to describe the phenomenon of school refusal among third-grade elementary school students by identifying the contributing factors as well as the educational responses provided by parents and teachers. This study employs a qualitative approach using a case study design. The research subject was a third-grade elementary school student exhibiting school refusal behavior, with data sources including the student, parents, and teachers. Data were collected through observation and interviews, then analyzed descriptively through data reduction, data presentation, and drawing conclusions. The results indicate that the phenomenon of school refusal in the subject was characterized by a reluctance to go to school, behavior inappropriate for the learning environment, and difficulty controlling emotions while at school. The primary contributing factors included negative experiences in the school environment and separation anxiety from parents. These conditions were also reflected in the subject’s need to be accompanied and waited on by his mother during classroom instruction. The educational response involved parental and teacher support and involvement to provide a sense of security and support to the subject during the learning process. These findings indicate that addressing school refusal in elementary school students requires a collaborative, step-by-step educational response focused on the students’ psychological needs and comfort within the school environment.
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