TABLE 1.

Characteristics of studies evaluating intervention for school refusal.

Characteristic	N (%)	Characteristic	N (%)
Publication year		Sample Size
1980–1989	9 (18)	<10	27 (53)
1990–1999	$15{}^{\text{ab}}(29)$	10–49	$15{}^{\text{ab}}(29)$
2000–2009	$14{}^{\text{b}}(27)$	≥50	$9{}^{\text{b}}(18)$
2010–2019	13 (25)	Mean Aged
Countryc		6–9	$6{}^{\text{b}}(15)$
USA	$19{}^{\text{ab}}(37)$	10–14	$29{}^{\text{ab}}(73)$
Australia	$10{}^{\text{b}}(20)$	15–19	5 (13)
UK	7 (14)	Gender (% Male)
Japan	5 (10)	≤33	10 (20)
Netherlands	3 (6)	34–66	$23{}^{\text{ab}}(45)$
India	2 (4)	≥67	15 (29)
China	1 (2)	Not specified	3 (6)
Finland	1 (2)	Intervention
Singapore	1 (2)	Psychosocial (other than CBT)	13 (25)
Spain	1 (2)	CBT	$12{}^{\text{b}}(24)$
Sweden	1 (2)	Behavioral	10 (20)
Language		Not specified	4 (8)
English	51 (100)	Medication + other	4 (8)
Danish	0 (0)	CBT + psychosociale	3 (6)
Dutch	0 (0)	Medication + CBT	$2{}^{\text{b}}(4)$
Finnish	0 (0)	Medication alone	$2{}^{\text{a}}(4)$
Norwegian	0 (0)	Virtual reality	1 (2)
Swedish	0 (0)
Type of study
Case study	24 (47)
Group	19 (37)
Follow-up only	8 (16)

^aTwo studies were reported in one publication. ^bThe sample was reported in more than one publication. ^cBased on the location of the first author. ^dFollow-up studies were excluded. ^eChhabra and Puar (2016) employed psychosocial interventions alongside CBT, namely narrative therapy plus counseling with family, teachers, and peers. Last et al. (1998) compared CBT with an educational-support therapy. Tolin et al. (2009) employed CBT and other interventions as needed, such as motivational interviewing.