In brief
In a British online parent survey (n = 486; the parents volunteered themselves, so selection bias is possible), 43 per cent of children with autism missed at least 10 per cent of school days in one month. [1] The most common reason for the days missed was not "skipping school" but school refusal, in the sense of staying away that is linked to emotional distress about attending school (school refusal). [1] In a small Australian study, higher anxiety in the child was linked to more half-days missed through school refusal; the association was small. [2] It helps to understand the reasons precisely and to bring school, family and professionals together early, rather than increasing pressure.
This English translation was produced with AI assistance and has not yet been independently reviewed.
What studies show
A British online survey asked parents of 486 children with autism, who were 11 years old on average, about one month of school attendance. The parents were reached through social media and an autism organisation, among other routes; the authors themselves describe the sample as selective. There was no comparison group without autism. [1]
- On average, the children missed 5 of 23 possible school days.
- For 43 % of the children, the absence was at least 10 % of days, which counts as “persistent absence”.
- The absence was linked, among other things, to older age and above all to attending a mainstream school. Family situation (for example a single-parent household) and parental unemployment were also linked to it.
A second, smaller cross-sectional study from Australia (106 parents of school-age children on the autism spectrum, online questionnaire, recruited via social media) found that the child’s anxiety and various aspects of the parents’ mental health were linked to individual forms of absence. The associations were small and went in different directions depending on the aspect. The most common reason for full-day absence was school refusal. [2]
Neither study comes from Germany. The school system and the support services differ, so the figures cannot be transferred directly.
Different forms of absence
Research distinguishes several forms: [1] The percentages refer to the days missed (1,259 days in total in the sample), not to the children. They show for what reason how many of the days were missed.
- School refusal: The parents stated that the child had been reluctant or had refused, for example because they said it was hard to go to school or to stay all day, or because they seemed agitated, anxious or frightened. Share of days missed: 43 %, the most common reason.
- Exclusion by the school: The school sent the child home or asked for them to stay at home: 9 % of days missed.
- Keeping the child back by the family: The parents gave the child a day off, kept them at home or added extra holiday: 9 % of days missed. The study names a category here, not blame.
- Truancy: less than 1 % of days missed.
- Unproblematic absence, for example because of illness or medical appointments: 32 % of days missed.
This distinction matters because each form needs different solutions.
Understanding possible reasons
The following list is a compilation by the editorial team. It is not backed by the studies cited; only for anxiety is there a weak association in one small study. It helps to look closely together, for example at:
- sensory load in the classroom, break or canteen, see Sensory overload,
- social difficulties or bullying,
- unpredictability such as cover lessons, room changes or unclear expectations,
- over- or under-demand in lessons,
- anxiety or other mental strain (small association in one study), [2]
- exhaustion from adapting (masking), see Masking. This is an assumption by the editorial team; the sources on masking concern adults.
This list contains possible factors, not a ranking. What role they play in the individual case has to be clarified together.
First steps
The following steps are orientation aids from the editorial team, not tested measures:
- Seek a conversation with the school, early and without blame.
- Document patterns: On which days, at which times, after which situations is attending school difficult?
- Involve the child: What is too much at school, what would help?
- Consider adjustments, for example reasonable adjustments, places to withdraw, a gradual return or a school support worker.
- Professional assessment if anxiety, low mood or exhaustion are in the foreground, see Psychotherapy.
- Keep compulsory schooling in view: Whether and which consequences longer absence has is regulated by state law and differs by federal state. This article does not check that and gives no legal advice. Early, open coordination with the school and advice on the spot help you get clarity for your federal state.
- In acute crises (for example risk of self-harm), medical or psychotherapeutic emergency care is important; in acute danger call the emergency number 112. Children and adolescents can reach the Kinder- und Jugendtelefon of Nummer gegen Kummer on 116 111 (Monday to Saturday, from 14 to 20 hrs) [3]. Parents and adults can reach the TelefonSeelsorge on 0800 111 0 111, 0800 111 0 222 or 116 123, day and night, free of charge and anonymous. [4]
What do we know – what is still open?
Limited evidence
- In a British online parent survey (n = 486, self-selection, no comparison group), a large share of children with autism missed at least 10 % of days; school refusal was the most common reason for days missed. Whether absence is “frequent” compared with other children cannot be judged from this. [1]
Single study
- In a small Australian cross-sectional study (n = 106, self-selection), the child’s anxiety was weakly linked to individual forms of absence; the associations with the parents’ mental health differed depending on the aspect. [2]
Gap
- The figures come from parent surveys abroad (Great Britain, Australia). We have not evaluated comparable data for Germany.
Open
- Which measures effectively support the return to school.
- What role the school environment itself plays. The association with attending mainstream schools may mean that conditions there play a role. But it may also be due to selection effects (for example different needs in different school types); the study is a cross-section and cannot clarify this. [1]
Note: This article offers general information. It does not replace a personal assessment, advice or treatment by professionals.
Sources and literature
- Totsika V, Hastings RP, Dutton Y, Worsley A, Melvin G, Gray K, Tonge B, Heyne D. Types and correlates of school non-attendance in students with autism spectrum disorders. Autism 2020;24(7):1639–1649. https://doi.org/10.1177/1362361320916967 – Study (parent survey, n = 486)
- Adams D. Child and parental mental health as correlates of school non-attendance and school refusal in children on the autism spectrum. Journal of Autism and Developmental Disorders 2022;52(8):3353–3365. https://doi.org/10.1007/s10803-021-05211-5 – Study
- Nummer gegen Kummer e. V. https://www.nummergegenkummer.de/ – Counselling service (website in German)
- TelefonSeelsorge Deutschland. https://www.telefonseelsorge.de/ – Counselling service (website in German)
Terms from this article
- School avoidance
- Staying away from lessons, linked to emotional distress when attending school, in English “school refusal”. According to a British parent survey, this was the most common reason for days of absence in children with autism, not “truancy”.
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