Files and links (1)
PDFOpen Access (License Unspecified), Open Access
Dissertation
Parents' perspectives of school refusal behaviors including contributing factors and effective interventions among students with disabilities
Doctor of Education (Ed.D.), Drexel University
Mar 2026
DOI:
https://doi.org/10.17918/00011310
Abstract
School refusal is a complex and increasingly prevalent issue that affects up to 28% of school-aged children at some point during their academic careers. Students with disabilities appear to be disproportionately impacted by school refusal behaviors, yet research specific to this population remains limited. Characterized by persistent avoidance of school through emotional distress, protest behaviors, and absenteeism, school refusal presents significant challenges to students' academic success, emotional well-being, and long-term developmental outcomes. This qualitative phenomenological study investigates the lived experiences of parents of students with disabilities who demonstrate school refusal behaviors and seeks to identify the primary contributing factors, the role of family dynamics, and parent-perceived effective interventions. The primary research questions guiding this study are: (a) What do parents perceive to be the primary factors that contribute to school refusal behaviors in their students with disabilities? (b) What do parents perceive to be the impact of family dynamics on school refusal behaviors in their students with disabilities? (c) What do parents perceive about the supports and services their child has received to address school refusal behaviors? Guided by an interpretive paradigm grounded in constructivist ontology and subjectivist epistemology, data were collected through online qualitative surveys and individual semi-structured interviews with parents whose children are enrolled in approved, private out-of-district schools for students with disabilities. The aim was to capture rich, experiential narratives that provide insight into the social, emotional, familial, and school-related influences contributing to school refusal. Findings from this study will address a significant gap in the literature by highlighting the unique experiences of students with disabilities and their families from the perspective of parents, offering implications for early identification, targeted intervention, and improved support strategies within special education and mental health services. The study seeks to inform practitioners, educators, and policymakers working to reduce school refusal and improve outcomes for this vulnerable population.
Metrics
1 Record Views
Details
- Title
- Parents' perspectives of school refusal behaviors including contributing factors and effective interventions among students with disabilities
- Creators
- Cynthia M. D'Arcy
- Contributors
- Christina M. Vorndran (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- ix, 122 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education; Drexel University
- Other Identifier
- 991022170253704721