Understanding the parental experience of emotional barriers to school attendance: a systematic literature review

Abstract

This systematic literature review provides an overview of the research relating to the experiences of parents when their child has encountered emotional barriers to school attendance (EBSA). Informed by preferred reporting items for systematic reviews and meta analyses (PRISMA) guidelines, database searches were conducted between September 2023 and December 2023. Nine studies met inclusion criteria and quality appraisal. Data were analysed using thematic synthesis; there was a spectrum of positive and negative experiences within the data. Five analytical themes were generated from the research: level of understanding of the child’s needs; parent and school interactions; availability of individualised support; causes of EBSA are complex and wide-ranging; pressure on the family. This review highlights the need for a clearer understanding of how EBSA is conceptualised, as inconsistencies between home and school can hinder collaboration, leaving parents feeling blamed and unheard when seeking help. As a result, families face increased pressure, exacerbated by the lack of clear and consistent support pathways. Implications for practice and limitations of the review are identified.