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Cited by 34Youth Substance Use and School AttendanceEducation during COVID-19 pandemicCOVID-19 and Mental Health

Emotionally Based School Avoidance in the Aftermath of the COVID-19 Pandemic: Neurodiversity, Agency and Belonging in School

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Hamilton, Lorna G.·2024·Education Sciences
DOI 10.3390/educsci14020156
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Abstract

Lockdowns at the peak of the COVID-19 pandemic led to extended school closures globally, and in many countries school attendance has not recovered to pre-pandemic levels. In England, education leaders have expressed concern both about increased anxiety among pupils and chronic absenteeism post-pandemic, against a backdrop of over a decade of increasing mental health need among children and young people. This article presents a narrative review with the aims of (a) conceptualising emotionally based school avoidance (EBSA), and (b) identifying strategies for supporting children and young people experiencing psychological barriers to attending school. The underlying reasons for school being experienced as a hostile environment by a minority of pupils are explored, with research findings specifically relating to the school experiences of neurodivergent pupils in mainstream settings included as an illustrative example. The psychological constructs of belongingness and agency are discussed as potential mechanisms of change. Finally, psychologically informed strategies to address EBSA are reviewed, drawing on the framework of multiple systems of support. To reduce absenteeism in pupils experiencing EBSA, and thus avoid exacerbating educational inequalities in disadvantaged groups, it is essential to understand psychological barriers to school attendance and to work collaboratively and compassionately with pupils and families towards solutions.

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  • For many pupils, the pandemic marked a rupture in their relationship with school, disrupting routines, diminishing belonging and altering their engagement with learning.

    “For many pupils, the pandemic marked a rupture in their relationship with school, disrupting routines, diminishing belonging and altering their engagement with learning (Hamilton, 2024; McDonald et al., 2022).”

    From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Hamilton, 2024

    The Conclusions (section 6; page unavailable) say pandemic-related disruption had a lasting effect on some pupils’ relationship with school. Section 2 describes difficult returns to school, new rules and routines, and alternative ways of learning. The paper does not establish that belonging diminished for many pupils; its conclusion focuses on some pupils, including a significant minority who experience school as hostile. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Students with emotional and behavioral problems experience heightened challenges in classroom interactions and relationships with teachers, in addition to demands on their learning in the post-pandemic context.

    “As Hamilton (2024) has observed, students with emotional and behavioral problems experience heightened challenges in classroom interactions and relationships with teachers, in addition to demands on their learning in the post-pandemic context.”

    From “So That You Can Feel Well”: Perspectives of Students with Social, Emotional and Behavioral Difficulties on Factors that Support School Attendance (2025) · cites this paper as Hamilton, 2024

    Section 3, “Autistic Pupils in Mainstream Schooling” (page unavailable), describes difficult peer interactions and sensory stress that can detract from classroom learning; it also says returning to school after lockdown was particularly challenging for some autistic pupils. Section 2 discusses post-pandemic anxiety and academic catch-up pressure. These passages support parts of the claim, but they do not establish it for students with emotional and behavioral problems generally or specifically describe heightened difficulties in their relationships with teachers. (LLM, conf=0.83)

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Sorted by citations

Authors
Hamilton, L. G.
Affiliations
York St John University (GB)
Corresponding author
Hamilton, Lorna G.
ORCID
Hamilton, Lorna G.
Venue
Education Sciences
Publisher
MDPI AG
Published
2024-02-02
Volume
14
Issue
2
Pages
156
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci14020156
OpenAlex
W4391470415
Cited by
34
References
11
Citations by year
2026: 12 · 2025: 19 · 2024: 3
FWCI
42.44
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • Research at York St John (York St John University) (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
Keywords
school absenteeism, sense of belonging, agency, school closures, COVID-19 pandemic, child mental health, educational inequality, children and young people

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