A recent survey of high school students (link) found that anxiety and depression are big reasons why many students are missing school these days. The survey showed that 16% of students who missed school for reasons other than illness said it was because of anxiety. Another 12% said it was depression that kept them from attending. This is a big deal because missing school a lot can make it hard for students to keep up with their classes and earn good grades.
The survey found that 25% of students had missed many days of school over the past year. This chronic absenteeism is linked to mental health issues like anxiety and depression. More than half of students in the survey said they needed some kind of mental health care over the past year. Out of those students, 40% were able to get services through their school. But 12% said they couldn't get the help they needed because their school didn't offer enough mental health services.
The students reported that school itself was causing them stress and impacting their mental health. Things like homework, tests, and grades were major sources of anxiety for many. The good news is most students who got mental health services at school said it helped them. One big roadblock is that many students are embarrassed or afraid of what others will think if they get counseling at school.
Might there be a link between this anxiety that they found and “school refusal in autism?”
The paper talks about research on why autistic students miss so much school. Studies have found autistic kids miss way more days than neurotypical students - like up to 6 full days every 4 weeks. That's a ton of missed learning.
A main reason autistic students miss school is something the system calls “school refusal,” where they really resist or refuse to go to school. Over half of autistic kids missed at least one full day from this. When “school refusal” is just starting out, and kids are only missing half days here and there, anxiety seems to be a big factor driving the absences. (who knew - colour me surprised)
A tale of two students
With neurotypical kids, missing school due to anxiety, depression or other mental health issues is usually portrayed sympathetically - like the child is struggling and needs support. But with autistic children, absenteeism gets labelled as "school refusal," which sounds more defiant and oppositional.
I think this ties into the tendency to pathologize normal autistic behaviours. An autistic child may miss school because they're overwhelmed by the environment or need a mental health break, just like any other child. But instead of responding with understanding, the absences get framed as willful "refusal."
This language reflects a lack of insight into the autistic experience. It places blame on autistic children instead of asking why they are struggling to attend. Just like with neurotypical students, mental health services and accommodations should be offered compassionately. Autistic students need supports to manage anxiety, sensory issues, burnout and other challenges. They aren't simply "refusing" school; they are communicating that they are struggling to cope in the mainstream environment. We need to listen to what autistic students are telling us when they miss school and make education more accessible. The terminology we use as a society really impacts how we respond to these situations.
Reflection
Them: “Wow, Dr. H, you make an excellent point about the need for better autism training for school staff. If we want schools to be truly supportive environments for autistic students, the adults working with them need to understand their experiences and perspectives.”
Me: “(blushing) thank you, of course.”
Part of the issue here is that most school professionals don't have lived autism experience. They interpret autistic behaviours through a neurotypical lens. Proper training from autistic adults could provide insight into why an autistic student may be missing school or displaying certain behaviors.
Autistic adults should be directly involved in designing and implementing staff training on autism. (See this article for insight) We can share personal experiences about topics like handling anxiety, sensory sensitivities, executive functioning challenges, and the need for mental health breaks. This inside viewpoint helps create empathy and compassion in staff.
It also counters the pathological approach that autistic traits are just "problems" to be fixed. Instead, staff learn to recognize and respect neurodiversity. They see the strengths and talents autistic students bring, not just deficits. Teachers, administrators and support staff who complete these kinds of trainings will be better equipped to accommodate and support autistic students. (Ask me how this could work)
Listening directly to autistic voices provides the foundation for building schools where autistic students can thrive. Education leaders have a responsibility to make this a priority if they want to improve outcomes for autistic youth. Proper staff training creates more inclusive school communities where students feel safe, accepted and understood.
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I homeschooled all of my kids from the beginning.
I’m so sorry you and your kids went through this and glad to see how your older son thrived after leaving school.