School refusal: categorical diagnoses, functional analysis and treatment planning

School refusal is a complex and challenging problem for school personnel and mental health professionals. However, school refusal behaviour can be successfully treated provided there has been a sound assessment. We outline an hypothesis‐testing, multi‐informant assessment approach that incorporates diagnostic interviewing, functional analysis assessment, self‐report measures, parent/teacher checklists and review of school attendance records. Further, it is shown how assessment information facilitates individual treatment planning for the school‐refusing child and family. We also discuss the issue of graduated versus rapid school return arrangements.