Profiles of School Refusal Among Neurodivergent Youth

Bibliographic Data

ID6059361
AuthorsJessica E Granieri (0000-0002-5745-1342, Binghamton University, corresponding author), Hannah E Morton (0000-0002-5487-5182, Binghamton University), Raymond G Romanczyk (0000-0001-9194-1209, Binghamton University), Jennifer M Gillis Mattson (Binghamton University)
Year2023
Volume55
Issue3-4
Pages186-201
Publication date2023-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Education (JOURNAL)
Journal identifiersISSN: 1056-4934 • E-ISSN: 1944-7086
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10564934.2023.2251013
OpenAlexW4386546219
LanguageEN
Citations received1
References cited50

Neurodivergent youth (i.e., autistic, attention-deficit hyperactivity disorder) are at increased risk for school refusal and subsequent disengagement. Factors associated with school refusal in this population remain unclear. Latent profile analysis was conducted to identify profiles of school and demographic variables associated with parent-reported school refusal for 508 neurodivergent and community youth (ages 6–17 years). Five profiles were identified, including three groups characterized by frequent school refusal, high levels of neurodivergent traits, and frequent peer victimization. Differentiation was noted via educational placement, support needs, mental health, and bullying. Implications concern identification and intervention for subgroups of neurodivergent youth. DeclarationsConflicts of InterestThe authors have no relevant financial or nonfinancial interests to disclose.Consent to ParticipateInformed consent was obtained from all individual participants included in the study.Ethics ApprovalThis study was approved by the IRB at the authors’ university. This study was conducted in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.Notes1 Individuals with a diagnosis of autism will be referred to as autistic or neurodivergent throughout the remainder of this paper, as is preferred by many (but not all) autistic people (see Bottema-Beutel et al., Citation2021). Neurodivergent may also refer to people with a diagnosis of ADHD or other neurodevelopmental conditions.Additional informationFundingThis study was funded by the Binghamton University startup account for Dr. Jennifer Gillis Mattson.Notes on contributorsJessica E. GranieriJessica Granieri is currently a fourth year clinical psychology doctoral student at Binghamton University. Her research relates to the social experiences of autistic youth across different contexts, including educational settings.Hannah E. MortonHannah Morton is a postdoctoral fellow at Oregon Health and Science University. Her research examines peer interactions among neurodivergent youth to inform their support needs and develop acceptance-based interventions.Raymond G. RomanczykRaymond Romanczyk is a SUNY Distinguished Service Professor at Binghamton University in the doctoral clinical psychology program. His research interests focus upon child disorders.Jennifer M. Gillis MattsonJennifer Gillis Mattson is a Professor of Psychology at Binghamton University. Her research interests focus broadly upon the experiences of autistic individuals across a range of ages

Alternative medicine · Autism · Declaration · Informed consent · Mental health · Political science · Population · Psychiatry · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Educational and Psychological Assessments · Medicine · Psychology · Youth Substance Use and School Attendance

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