«Absenteeism from school can jeopardise development»

Truancy is a phenomenon that has increased significantly in recent years. Why are more and more children and young people staying away from school?

We know from international surveys that the number of absences increased after the Covid-19 pandemic in particular. It was also found that these effects are particularly pronounced among lower-performing students and those with pre-existing anxiety and a low socio-economic background.

The longer a child is absent from school, the less likely it is that they will successfully return to their school of origin.

There are many possible causes of truancy. In most cases, it is a combination of factors from the school environment (such as an unsuitable school setting) and the family environment (including psychological stress within the family) with factors that the child brings with them. For example, because it suffers from anxiety disorders or has had bad experiences.

Why is it important for an affected child to receive support as quickly as possible?

The longer a child is absent from school, the less likely it is that they will successfully return to their school of origin. Prolonged school absenteeism can also lead to considerable developmental risks. Cognitive, social and emotional difficulties can manifest themselves.

In addition, children who drop out of school have fewer chances of finding an apprenticeship in the long term . They are particularly at risk of leaving school without a qualification. This in turn leads to economic dependency and social marginalisation.

You offer psychological counselling for affected families at the ZEPP in Basel: What can parents and school do to help a child overcome their school anxiety?

A joint, solution-orientated approach is crucial. In addition, close cooperation between the school and parents and, if necessary, other specialist agencies - such as the school psychological service or child and youth services. A sense of achievement should be created that promotes the self-efficacy and self-confidence of the child concerned.

Preliminary discussions with the affected child and the respective class as well as individualised support offers within the school setting promote sustainable integration. Care should be taken to ensure that interventions are constantly evaluated and adapted to the current stage of development.