Overview

For some students, school is not a place of growth and opportunity—it is a source of overwhelming anxiety and distress. Behind every empty desk lies a complex story of a child who often feels unseen, unheard, and disconnected from the school community. This illuminating book reveals the hidden world of school-avoidant students through an attachment-theory lens. These are not simply “truant” children making defiant choices—they are young people whose emotional dysregulation has led them to withdraw as a survival strategy. Drawing from extensive research and real-life cases, this volume offers deep insights into the psychology of school avoidance, providing practical strategies that honor student autonomy and self-determination, along with inspiring stories of successful reengagement and healing. Whether you are a concerned parent, dedicated educator, or school mental health professional, this guide provides a roadmap for reconnection. By understanding the true nature of school avoidance, we can build the supportive environments these students need to return to learning with dignity and hope.

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9781041222163

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Monica L. Mandell, PhD, LMSW, is a bilingual social worker with extensive experience working with students and their families to develop individualized educational plans (IEPs) that address both academic and social needs. Her dissertation focused on understanding how school personnel view and interact with school-avoidant students. As part of her research, she developed a scale to assist school personnel in identifying quiet students who may be at risk for school avoidance. She is currently an adjunct faculty member at the Wurzweiler School of Social Work at Yeshiva University, where she teaches MSW and doctoral students. Additionally, Dr. Mandell runs MLM Advocacy, which helps students access special education services, mental health support, and a full circle of holistic services. She also works with a nonprofit organization to support school-avoidant students and assist families in obtaining IEPs. She is a member of the International School Avoidance Network (INSA) and has presented on using attachment theory when helping school-avoidant students, as well as on attendance policy.

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