Information in the menus below was updated in June 2019. To contribute information that may be of interest to others in your country, please contact your country’s hosts: Glenn Melvin ( or Lisa McKay-Brown (  

People, groups, and organizations

Not for profit

  • The Navigator Program is funded by the Victorian Department of Education and Training and provides support to young people aged 12-17 years who are not connected to school at all, or are at risk of disengaging.
  • The ‘In2School’project is funded by Perpetual Trustees and the RCH foundation, and it is based at Travancore School in Victoria. The project is delivered in partnership between the Melbourne Graduate School of Education, the Royal Children’s Hospital Mental Health (RCH MH), and Travancore School. It is aimed at students aged 11-15 years who have been refusing to attend school, and who have an anxiety and/or mood disorder. In2School brings teachers and clinicians together to assess, plan, and implement needs-based, personalised programs for each young person. Support is provided at home, in the clinic, and in the classroom. Each intake is of 6 months duration and aims to help youth return to mainstream school settings. Chief Investigators: Dr Lisa McKay-Brown (University of Melbourne), Professor Lorraine Graham (University of Melbourne), Dr Ric Haslam (RCH MH). A fuller description of the program can be found via this link. For more information:
  • CatholicCare in Victoria provide support to families where a child is experiencing school refusal
  • The School of Special Education Needs: Behaviour & Engagement in the Southwest Education Region of Western Australia, in partnership with the Regional Engagement & Transition Team, Department of Education Schools, Headspace –Youth Focus, and Relationships Australia are trialling a school refusal strategy in a K-12 College to address attendance concerns from a Regional context. This strategy has seen the development of an Interconnected Services Framework between the schools’ already existing PBS implementation and School Mental Health Providers. This strategy is focussed on a multi-tiered response to addressing school engagement by identifying school wide systems to support/increase engagement, increase additional support to ‘indicated at-risk’ students utilising Tier 2 interventions, and interconnecting school mental health providers at Tier 3 for the ‘moderate to severe at-risk’ students, with whole school practice. This strategy will be developed to identify anxiety in school refusers and individual support plans that address the type of anxiety that students present with, matching the intervention to the type of anxiety. Eventually the program will then become part of a trial being developed in partnership with the University of Western Australia in an online Cognitive Bias Modification program as an intervention to decrease anxiety around school attendance. Contact: Stephen Johnson, Program Coordinator SSEN, Behaviour & Engagement,
  • Australian academics working in the field of school attendance problems:

Current and upcoming activities and achievements

  • 2019 August 19th and 20th: 5th International Health, Educators, Learners, Parents (H.E.L.P.) Conference is being held at the Marriott Hotel in Brisbane. Every year, thousands of children are treated for serious illnesses. The impact of hospitalisation, medications, and lengthy rehabilitation is often the tip of the iceberg for these families. Together, we can bridge the gap between Health and Education to improve future outcomes for students with serious illnesses and their families. The theme of the Conference is 'Partners in Excellence'. Dr. Lisa McKay Brown, an Australian school attendance researcher will be presenting findings from the In2School Program
  • Dr. Dawn Adams from Griffith University is planning to study the impact of anxiety on school refusal and school attendance difficulties in children with autism spectrum disorder. Read more about Dr. Adams' research here
  • The ‘Kids & Teens at School (KiTeS)’ project is funded by the Australian Research Council. The project is an investigation of the types of attendance problems experienced by primary and secondary school students with an intellectual disability. It also explores biopsychosocial factors associated with school non-attendance. Chief Investigators: A/Prof Glenn Melvin (Monash University), A/Prof Kylie Gray (Monash University), A/Prof David Heyne (Leiden University), Prof Richard Hastings (University of Warwick), A/Prof Vaso Totsika (University College London), E/Prof Bruce Tonge (Monash University). Data collection has recently finished and findings are expected in 2019. For more information:

Past activities and achievements

  • 2018 October: A/Prof Glenn Melvin and A/Prof David Heyne facilitated two workshops on school attendance. The first workshop was entitled ‘A School-Wide Approach to Enhancing School Attendance: The Review, Prioritise, Respond Model’ and it included a guest seminar from Dr. David Zyngier from the Faculty of Education at Monash University. The second workshop was for clinicians and was titled ‘Managing School Refusal: An Evidence-Based Approach’. It addressed the types of school attendance problems, the presentation of school refusal, and cognitive behavioural interventions to support young people, their parents, and school staff.
  • 2017 June: A team from the Centre for Developmental Psychiatry & Psychology at Monash University in Melbourne (Glenn Melvin, Bruce Tonge, Amanda Dudley, Ester Klimkeit, & Eleonora Gullone) published the findings of a clinical trial that examined whether adolescents with school refusal would benefit more from cognitive behavioural therapy and an antidepressant medication compared with cognitive behavioural therapy on its own. All three treatments resulted in improved attendance for the adolescents. Adding fluoxetine did not offer any advantage over CBT alone or CBT and placebo in terms of attendance levels. A fuller description of the study can be found via this link.

Helpful links and other resources

Disclaimer: INSA’s Mission encourages us to disseminate as much readily available information as possible, without judgement. The sharing of this information should not be seen as an endorsement by INSA. People, groups, and organisations are separated into ‘for profit’ (fees are charged for services) and ‘not for profit’ (including charities, who may charge no fees or nominal fees for services). Please access and use this information with proper judgement.

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