Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic-Reference-Cited by-同舟云学术

Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic

Published:2022-01-01 Issue:1 Volume:10 Page:134-143
ISSN:2245-8875
Container-title:Scandinavian Journal of Child and Adolescent Psychiatry and Psychology
language:en
Short-container-title:

Author:

Hansen Ulla Irene¹,Larsen Kenneth²,Sundberg Hanne³,Munkhaugen Ellen Kathrine⁴

Affiliation:

1. Regional Resource Centre for Autism, ADHD, Tourette’s syndrome and Narcolepsy , Division of Paediatric and Adolescent Medicine, Oslo University Hospital , Oslo , Norway

2. Department of Educational Science University of Southeastern , Oslo , Norway

3. Department of family and upbringing, Ringerike municipality, Ringerike , Oslo , Norway

4. Unit on Mental Health in Intellectual Disabilities Division of Mental Health and Addiction, Norwegian National Advisory, Oslo University Hospital , Oslo , Norway

Abstract

Abstract When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns about students with school refusal behavior and the school system’s ability to address their special needs in these circumstances. Six students referred to the school absenteeism team were interviewed about their circumstances, using an author-developed interview. The results indicate that the students rated homeschooling as very satisfactory. Students with school refusal behavior participated in homeschooling and their attendance continued during the initial reopening of schools.

Publisher

Walter de Gruyter GmbH

Link

https://www.sciendo.com/pdf/10.2478/sjcapp-2022-0014

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