Analysis

The School Refusal Assessment Scale – Revised (SRAS-R), developed by Dr. Christopher A. Kearney and Dr. Wendy K. Silverman, is a psychometric tool used to assess the reasons and motivations behind children’s refusal to attend school. The scale provides insights into the emotional and behavioral causes of school refusal, such as anxiety, social pressures, and preferences for out-of-school activities.

Purpose

The purpose of the SRAS-R is to identify the causes of school refusal and to support the development of targeted interventions that can help children overcome the issues preventing them from attending school regularly.

Scoring Method

The SRAS-R includes a series of statements that assess children’s perceptions and feelings regarding school refusal. Participants are asked to rate each statement on a 7-point Likert scale (from “never” to “always”). The statements cover four main dimensions of school refusal behavior:
Avoidance of negative emotions associated with school
Escape from social or evaluative situations
Seeking attention from significant others
Pursuit of external activities that are more rewarding than school

References

Kearney, C. A., & Silverman, W. K. (1993). Measuring the function of school refusal behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology, 22(1), 85–96.
Kearney, C. A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24(4), 235–245.
Kearney, C. A. (2007). Forms and functions of school refusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53–61.