School Refusal Behaviors in Preschool Students: Insights from Parents, Teachers, and School Counselors

Abstract

This study aims to explore how parents, preschool teachers, and school counselors perceive school refusal behaviors in preschool students. Although school refusal has been a long-standing topic in the literature, few studies have examined it within the context of preschool education. To address this gap, we conducted semi-structured interviews with fifty-five participants (17 parents, 21 preschool teachers, and 17 school counselors), after which we analyzed the data thematically. Our findings reveal that the actions of parents, teachers, and counselors play a central role both in triggering and perpetuating school refusal: parents' lack of knowledge regarding school readiness, preschool teachers' inability to foster classroom interactions and facilitate developmentally appropriate activities, and school counselors' failure to organize effective orientation programs and provide proactive consultation services perpetuate the issue. Furthermore, the absence of active collaboration among these three groups exacerbates the situation. Building on our findings, we offer several recommendations aimed at enhancing educational policies and refining response strategies.