Developmental Differences in the Emotional and Behavioural Profiles of Emotionally Based School Avoidance (EBSA) in Children and Adolescents.

Abstract

Introduction: Emotionally based school avoidance (EBSA) arises from interaction between child level processes and the school environment, yet developmental differences remain unclear. This study examined whether the emotional and behavioural profiles of EBSA differ between children and adolescents.

Methods: This cross-sectional study included a clinical sample of 102 youth with EBSA: children (< 12 years, n = 40) and adolescents (≥ 12 years, n = 62). Psychiatric diagnoses were established with the K-SADS-PL-DSM-5, and emotion regulation, anxiety, behavioural symptoms, and EBSA severity were assessed using validated measures. Predictors of EBSA severity were examined with multiple linear regression, modelled separately for each age group.

Results: The two groups were largely similar across clinical measures, but separation anxiety was higher in children (p = 0.004). Among children, younger age and lower clinical severity were associated with greater EBSA severity (R² = 0.47). Among adolescents, lower hyperactivity/inattention was associated with greater EBSA severity (R² = 0.18), with age and impulsivity showing positive but non-significant trends.

Conclusions: Children and adolescents with EBSA showed different emotional and behavioural profiles, with emotion- and attachment-related factors more salient in childhood and regulatory and cognitive factors more salient in adolescence.