School non-attendance and disengagement has been highlighted recently following COVID 19, with a recent Australian Senate Inquiry exploring what school refusal means and what can be done about it. Of course this is not a new issue and families and schools have been grappling with it for decades.

This presentation will take a socioecological approach which will explore the various factors underlying school non-attendance and the various ways that it may present across age ranges. This approach includes student, family, community and school risk and protective factors and will highlight the importance of students feeling included and that they matter within the school community. Alternatives to mainstream schooling will also be explored.

The presenter will draw upon current and past experiences utilising case studies to explore these issues, highlighting both barriers and facilitators to promoting inclusion and engagement. Ways to prevent and respond early to signs of disengagement and non-attendance will be prioritised as it's clear that the longer students are away from school the more difficult it will be to re-engage.

The role of mental health practitioners employed within and outside of school settings will be incorporated into these case studies and participants will be encouraged to consider their own work in these situations. Current evidence-based approaches and understandings will be incorporated throughout the presentation alongside practical approaches and strategies, as well as an overview of findings and recommendations from the Senate Inquiry.