SCHOOL PHOBIA

S ummary . This paper analyses thirty‐three cases of school phobia referred to a child guidance centre between 1949 and 1959. The findings agree with those of previous writers with regard to the level of intelligence, home background, and personality features of such chlldren, but suggest also that educational factors have been underestimated in the consideration of both aetiology and treatment. Most of the children were of at least average intelligence, came from materially good homes, and were members of small united families, where the mother‐child relationship was very close. About two‐thirds of the group showed marked dependency and emotional immaturity. Traumatic events at home featured rarely in the case‐histories, but in twelve homes at least one parent was chronically ill, physically or mentally. The majority of the children were in good health, but in six cases refusal to go to school followed immediately after a period of illness or hospitalisation. Investigation of their school life and attainments suggested that factors such as educational retardation and the pressures of a new and more exacting school situation were often of relevance. Feelings of social inferiority seemed to contribute to the breakdown of four out of the eight children referred from grammar schools. Methods of treatment included individual psychotherapy, group methods of remedial teaching or play therapy, and placing the child in a less demanding school situation.