Understanding the Contextual Variables that Contribute to the School Refusal Behavior of Neurodivergent Adolescents: A Scoping Review

School refusal is one form of school non-attendance often categorized by emotional distress related to school. Emerging evidence suggests that neurodivergent learners disproportionately engage in school refusal behavior when compared to their neurotypical peers. Additionally, the importance of the school environment as a mitigating and contributing factor to school refusal is growing. This scoping review summarizes research on school-based barriers that may contribute to school refusal among neurodivergent adolescents. A search in May 2024 identified 18 relevant sources. The review examines participant details, diagnoses, research methods, and contextual challenges. Key factors such as sensory overload and relationships with peers and teachers were found to influence school refusal. Understanding these barriers can help inform targeted interventions and guide policy changes to support neurodivergent students’ needs and encourage attendance. The review also highlights the complexities of school refusal research and suggests future research should more clearly define participant characteristics and better involve young people in studies to deepen insight into how school environments impact school refusal.