The link: an alternative educational program in the Netherlands to reengage school-refusing adolescents with schooling
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Others have begun to utilize a general tiered framework to place their studies and interventions in this context.
“Others have also begun to utilize a general tiered framework to place their studies and interventions in this context (e.g., Skedgell and Kearney, 2018; Brouwer-Borghuis et al., 2019; Elliott and Place, 2019; Ingul et al., 2019).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Brouwer-Borghuis et al., 2019
Elements from the PL format and alternative education programs, linked to personalized re-entry plans and work-based or occupational learning, can increase students' autonomy and support their self-efficacy upon return.
“elements from the PL format and alternative education programs, linked to personalized re-entry plans (Brouwer-Borghuis et al., 2019) and work-based or occupational learning, can increase students' autonomy and support their self-efficacy upon return.”
From Their voices matter: student and professional perspectives on overcoming school attendance problems in the context of social, emotional, and behavioral difficulties (2025) · cites this paper as Brouwer-Borghuis et al., 2019
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- Authors
- Brouwer-Borghuis, M. L., Heyne, D., Sauter, F. M., & Scholte, R. H. J.
- Affiliations
- Leiden University (NL)
- Radboud University Nijmegen (NL)
- Corresponding author
- Brouwer-Borghuis, Marije L.
- Venue
- Cognitive and Behavioral Practice
- Publisher
- Elsevier BV
- Published
- 2019-02
- Volume
- 26
- Issue
- 1
- Pages
- 75-91
- ISSN
- 1077-7229 (ISSN-L)
- OpenAlex
- W2890513017
- Cited by
- 47
- References
- 64
- Citations by year
- 2026: 7 · 2025: 5 · 2024: 6 · 2023: 5 · 2022: 10 · 2021: 3 · 2020: 5 · 2019: 5 · 2018: 1
- FWCI
- 11.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cognitive and Behavioral Practice (publishedVersion)
- Leiden Repository (Leiden University) (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Psychological Treatments and Assessments
- Keywords
- school refusal, school climate, school-based intervention, adolescents, autism spectrum disorder, anxiety disorders, depressive disorders, Dutch adolescents
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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