School
refusal is a growing concern having potentially long-term consequences
for affected children and adolescents. Early intervention is widely
recommended, yet there is limited knowledge about early warning signs
that could support timely identification. This study explores whether
parents’ experiences can contribute to a better understanding of such
early indicators. A two-phase survey was conducted among parents of
children with school refusal. In the first phase, 196 parents responded
to an open-ended question about early signs, which were categorized into
30 types. These categories formed the basis for a structured
questionnaire used in the second phase, completed by 509 parents. The
analysis revealed significant variation in the occurrence of signs and
signals. A factor analysis identified seven distinct types of early
indicators, including social difficulties, academic challenges,
psychosomatic complaints, and emotional expressions. The findings
suggest that parents’ observations can provide valuable insights for
early identification. However, many of the signs overlap with indicators
of other challenges, such as anxiety or neglect, and must therefore be
interpreted within a broader social context. This study highlights the
importance of incorporating parental perspectives into early
intervention strategies and the need for nuanced interpretation of early
signs of school refusal.
