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Dominion Hospital School Refusal Program

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Dominion Hospital School Refusal Program

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School Refusal Program in Falls Church, VA | Dominion Hospital

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We use evidence-based therapies, including art and drama therapy, mindfulness practice and parent training, to help your child combat school anxiety.

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Center for Anxiety and Behavioral Change in Rockville, MD

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Center for Anxiety and Behavioral Change in Rockville, MD

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Center for Anxiety & Behavioral Change in Rockville, MD and McLean, VA

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Anxiety-based school refusal is a phenomenon that affects between 5 and 28% of children at some point during their education. It occurs when a child or adolescent experiences a very high level of anxiety/distress when they are asked to attend school. This anxiety results in active avoidance of school (i.e., refuses to attend) or marked distress when they are forced to attend.

School refusal often occurs or worsens following a stressful event, such as a death or illness in the family, divorce or separation, or illness in the child or adolescent that has resulted in an accumulation of missed schoolwork. School refusal is not a diagnosis, it is a symptom, and is associated with many mental health disorders, including:

Separation Anxiety Disorder

Social Phobia

Panic Disorder

Specific Phobias (including a phobia of vomiting)

Adjustment Disorder

Somatoform Disorder

Obsessive Compulsive Disorder

We offer a comprehensive treatment program for school refusal, which consists of four main components. These components include specialized assessment of the school refusal, child-focused behavioral treatment, parent management training, and school consultation.

During the assessment phase, care is taken to understand the nature of the anxious avoidance, the underlying function(s) of the school refusal, and to provide diagnostic clarification. The child-focused treatment consists of psychoeducation, coping skills training, and direct exposure (in a controlled, gradual format) to situations that the child/adolescent fears. Parent management training (PMT) is conducted in a 6-week parent group and provides education to parents regarding evidence-based skills and techniques that can be utilized (many of which are counterintuitive) to help reduce the child's experience of anxiety and to improve school attendance. Lastly, the school consultation component consists of a school meeting to discuss specific methods and accommodations that the school personnel can utilize to assist the child in their rapid reintegration into school.

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Anxiety Based School Refusal - Center for Anxiety & Behavioral Change in Rockville, MD and McLean, VA

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Anxiety-based school refusal is a phenomenon that affects between 5 and 28% of children at some point during their education. It occurs when a child or adolescent experiences a very high level of anxiety/distress when they are asked to attend school.

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School Refusal Parent Training and Consultation

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School Refusal Parent Training and Consultation

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School Refusal Parent Training and Consultation - Child Mind Institute

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Discover effective school refusal training strategies to support students with this evidence-based training program for parents and educators.

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Browse our collection of books about School Refusal here:

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Browse our collection of books about School Refusal here:

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How to Help When an Anxious Child Refuses to Go to School

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How to Help When an Anxious Child Refuses to Go to School

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A few years ago, our daughter went through a period of intense anxiety and panic. It was often at its worst in the morning, and she would beg us to let her stay home from school.

One morning during that time stands out. It was my turn to talk her out of bed, and she insisted she was staying home.

I was torn. On the one hand, I knew she needed to go to school and that staying home was at best a temporary solution to her overwhelming anxiety. On the other hand, I wanted to spare my child from emotional pain, and forcing her to go to school just felt wrong.

Like countless parents who face this situation, I felt stuck and powerless. "You want to relieve their suffering," says Regine Galanti, Ph.D., a licensed psychologist and author of the new book Parenting Anxious Kids. "And the easiest way to do that is to give them what they say they need."

Understandably, many parents wind up letting their children stay home because of anxiety. On a gut level, I thought that maybe we could wait till the anxiety wasn't so bad, and then our daughter could go back to school. But unfortunately, that's not how it tends to work.

The Costs of Avoiding School

There typically is a steep cost when we let a child stay home because of anxiety. Rather than making things easier down the road, it leads to even more anxiety about school and less willingness to go. "If you let a kid stay home from school repeatedly [because they're anxious]," says Galanti, "you're going to make their anxiety so much worse."

As a result, one anxiety-driven absence tends to lead to more. "What we know about anxiety is that the more you avoid," says Galanti, "the easier it is to avoid and the harder it is to approach a situation." Allowing school avoidance sends the message that anxiety is something we need to avoid, or is even dangerous, and that the child is too fragile to handle it. Being absent can also trigger anxiety about the schoolwork and tests they're missing, on top of the initial anxiety, making it even harder for a child to return to school.

There are social and academic downsides, as well. When a child misses school it "negatively impacts their social interactions," Galanti says. "They're going to lose out developmentally. There's even some research showing that kids miss out on a measurable amount of reading after missing one extra day per semester."

While some absences are unavoidable, such as for illness or a funeral, missing additional days or even weeks because of anxiety creates an added toll on kids, making it harder for them to catch up in the classroom.

Recognize When It's Anxiety

Sometimes, anxiety symptoms are obvious, but many times-especially with younger kids-they're harder to recognize. Galanti noted that parents tend to assume that things like nausea, a stomach ache, or a headache must mean there is a physical problem-but often the symptoms are actually manifestations of anxiety.

It's possible to overcorrect, of course, so parents should consult with their pediatrician to rule out an actual physical issue. Consultation with a skilled child therapist can help to distinguish illness from anxiety.

Know When Your Own Anxiety Is Triggered

As Galanti points out, it's not only your child's anxiety that contributes to their staying home from school. "Apples don't necessarily fall far from the tree," says Galanti, "so anxious parents [often] have anxious kids," due to both genetics and to parenting practices.

When a child is anxious and refusing to go to school, a parent is probably "experiencing the same cycle about their child's anxiety," Galanti explains. She often finds that parents are unsure of what they're supposed to do and feel like they have to help their child escape from their anxiety and distress. Common sources of anxiety can include:

Concern about how making a child attend school will affect your relationship with them

Worry about "traumatizing" an anxious child if you don't let them stay home

On the other side, thoughts about how missing school would be "catastrophic"

Distress about your parenting skills and thinking you're not handling things well

That last thought popped up for me when my daughter said she wasn't going to school. What kind of parent and psychologist am I when I can't even help my own daughter? I thought.

When you're aware of your own anxiety, you're less likely to let it drive your decisions. You'll also be better able to support your child as you help them face their school-related anxiety.

Offer Compassion as You Support Your Child's Attendance

The best long-term solution for anxious kids is to avoid starting a pattern of school avoidance. That way you and your child won't have to negotiate every time whether the anxiety is "bad enough" for them to stay home, and you'll avoid the downsides discussed above.

So what can parents do when a child says they won't go to school? Galanti recommends first of all that parents nurture a strong relationship with their child when they're not in the middle of an anxious episode. "You want to make space for your child outside of their anxiety so they know you're there for them," she advises, which "creates the foundation for being able to push them when it's necessary."

Galanti also encourages parents to "bring validation when you're pushing them to do something that makes them anxious." Avoid messages that suggest, "You have to do this no matter what-buck up!" she said. "That's not very validating, and it might negatively impact your relationship with your kid."

Instead, she said to "make it clear that, 'Hey, I understand your perspective on this. I see how this feels impossible right now, and I want you to succeed as much as you do.'" She also recommends using rewards and praise for school attendance.

On that morning with our daughter, I asked her if she would like us to contact her school counselor so they could meet first thing (my wife's suggestion). Knowing she would be meeting with a supportive adult helped our daughter to face her school anxiety, which quickly faded once the day began.

Finally, don't hesitate to enlist the help of a professional. "Reach out to a therapist with experience with school refusal sooner rather than later," Galanti writes in Parenting Anxious Kids. "Do not wait and see what happens." You can search for a clinician near you through the Psychology Today therapist directory.

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How to Help When an Anxious Child Refuses to Go to School

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Parents can prevent bigger problems down the road by following these guidelines.

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"I am THRILLED! Parents of Youth w/school avoidance, this site is for you! Prepare for the fall with expert & curated advice & resources! TY Jayne for this treasure site of support! Thank you for all that you are doing for families! "
Best, Anne Marie

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School Avoidance Alliance: A Resource for Parents & Educators.

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"I am THRILLED! Parents of Youth w/school avoidance, this site is for you! Prepare for the fall with expert & curated advice & resources! TY Jayne for this treasure site of support! Thank you for all that you are doing for families! " Best, Anne Marie

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School Refusal Support Services for Phobia, Refusal & Separation Anxiety©️ has 10,014 members. TO JOIN: Please answer all 3 joining questions to be considered for membership. You need to scroll...

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Alternative and Nontraditional School Programs

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Programs include alternative high schools and learning centers, the Interagency Alternative School (IAS), the AIM Program (Achievement, Integrity, and Maturity), state programs, out-of-school support, and the adult high school.

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Advanced technical and specialized elective courses are available at the Academies for students interested in pursuing careers in International Studies and Business; Engineering and Scientific Technology; Health and Human Services; or Communications and the Arts.

Enrollments in the Academy elective course offerings will provide juniors and seniors with career and academic preparation for postsecondary education and career fields. Students enrolling in Academy elective courses will be provided with opportunities to participate in a variety of career experiences including shadowing, mentoring, and internships with local businesses.

Registration Process

1. Choose an Academy or specialized program

2. Review the Academy and other specialized programs course offerings to identify the course and location you are interested in attending.

3. Think about a second course choice in the event your first choice is full.

4. Discuss your course interests with your parent or guardian.

5. Find more information about the academy and other specialized courses.

6. Complete the registration for Academy and specialized programs with your school counselor.

7. Current FCPS traditional high school students: meet with your school counselor so that they can complete your online registration.

8. With your counselor, discuss your academy class schedule. You might consider taking an online course for credit if attending the academy requires a class period for travel.

Registration Process

The deadline for registration is in March. Late registrations after this date will be considered on a space-available basis. You will need to complete the registration for academy and specialized programs form with your school counselor.

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High School Academies and Specialized Programs

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Advanced technical and specialized elective courses are available at the Academies for students interested in pursuing careers in International Studies and Business; Engineering and Scientific Technology; Health and Human Services; or Communications and the Arts. Enrollments in the Academy elective course offerings will provide juniors and seniors with career and academic preparation for postsecondary education and career fields.

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Graduation Requirements and Course Planning

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Graduation Requirements and Course Planning

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Graduation Requirements and Course Planning

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High school students and their families work together with the school counselor to create a Academic and Career Plan, to include successful course sequencing. The course catalogs are updated yearly to use as a reference when meeting with the student's counselor. Requirements for graduation differ depending on the year the student entered high school for the first time.

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Any parent may elect to provide home instruction for his or her school-age child

For this purpose, the Code of Virginia defines parent as a biological parent, adoptive parent, guardian, or other person having control or charge of a child.

When a parent elects to provide home instruction for their school aged child it is up to the parent to develop and deliver the curriculum in any manner they choose. Fairfax County Public Schools (FCPS) does not provide curriculum and/or educational resources for home instructed students. If you choose to home instruct your child please notify FCPS of your intent by submitting a notice of intent and documentation to homeinstruction@fcps.edu.

Qualification by Parent or Guardian (one of four required)

1. The parent or guardian holds a high school diploma.
2. The parent or guardian is a teacher of qualifications prescribed by the Virginia Board of Education.
3. The parent or guardian provides a program of study or curriculum, which may be delivered through a correspondence course, distance learning program, or any other manner.
4. The parent or guardian provides evidence that he or she is able to provide an adequate education for the child.

Documents (all required)
1. Notification by parent or guardian of intent to provide home instruction (Form se270)
2. Evidence of meeting one of the four qualifications described above.
3. Description of curriculum limited to a list of subjects to be studied during the coming year.
4. Upon request by the Division Superintendent, evidence of immunizations, medical contraindication certified by a licensed physician, or affidavit attesting that the administration of immunizing agents conflicts with religious tenets or practices.

Time frame
1. By August 15 prior to the school year in which the child will receive home instruction.
2. A parent or guardian who moves into Fairfax County or who begins home instruction after the school year has begun shall provide notification as soon as practicable and comply with all notification requirements within 30 days.

Acknowledgement
The information submitted is reviewed and a letter is sent to the parent or guardian indicating whether or not the notification documents comply with Section 22.1-254.1 of the Code of Virginia.
**Please consider sending your notice of intent for the upcoming school year when you send your evidence of progress.

Documents & Time
The parent who elects to provide home instruction shall provide the division superintendent by August 1 following the school year in which the child has received home instruction with either

(i) evidence that the child has attained a composite score in or above the fourth stanine on any nationally normed standardized achievement test, or an equivalent score on the ACT, SAT, or PSAT test or

(ii) an evaluation or assessment which the division superintendent determines to indicate that the child is achieving an adequate level of educational growth and progress, including but not limited to:

(a) an evaluation letter from a person licensed to teach in any state, or a person with a master's degree or higher in an academic discipline, having knowledge of the child's academic progress, stating that the child is achieving an adequate level of educational growth and progress; or

(b) a report card or transcript from a community college or college, college distance learning program, or home-education correspondence school.

**Please consider sending your notice of intent for the upcoming school year when you send your evidence of progress.
Parents or guardians should send evidence of progress by email, fax, or mail by August 1.

Acknowledgement
The information submitted is reviewed and a letter is sent to the parent indicating whether or not the evidence of achievement complies with Section 22.1-254.1 of the Code of Virginia.

Probation or Denial
If the required evidence of progress is not provided by the parent or guardian and the evidence does not meet satisfactory evidence of progress, the home instruction program for that child may be placed on probation for one year. The parent or guardian shall file, with the Division Superintendent, evidence of ability to provide an adequate education and a remediation plan for the probationary year that indicates how the parent or guardian will address any educational deficiency. Upon acceptance of such evidence and plan by the Division Superintendent, the home instruction may continue for one probationary year. If the remediation plan and evidence of achievement are not accepted, or the required evidence of progress is not provided by August 1 following the probationary year, home instruction shall cease and the parent or guardian shall make other arrangements for the education of the child that comply with Section 22.1-254 of the Code of Virginia.

Available Examinations

The following examinations are available to enrolled FCPS students and to students receiving home instruction: Advanced Placement (AP), Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), and PreACT.

Advanced Placement (AP)/International Baccalaureate (IB) Test Fees

Home Instruction Exam Information provides families with registration information and deadlines. Fee waiver eligibility information is available on The College Board website or on the ACT website, depending on the assessment.

Please contact the Director of Student Services at your base school to confirm testing location, times, and availability. You may access the FCPS boundary locator to determine the assigned base school.
GED Testing
In accordance with the Section 22.1-254 of the Code of Virginia, applicants under eighteen years of age, but at least sixteen years of age who have been home schooled and who have completed their home schooling, are entitled to take the GED. Applicants must provide the GED examiner with a letter signed by the FCPS superintendent or designee certifying that the applicant has completed a home instruction program.

To obtain a letter please contact:
Lori Hershey
lbhershey@fcps.edu
571-423-4323

Visit the FCPS Adult High School website for more information on GED Testing.

Parents or guardian who have met the requirements to home school in Virginia may apply to enroll their middle and/or high school aged students (grade 7-12) in up to a maximum of two core curriculum courses (English, mathematics, science, social studies or world language) per year, to the extent that space and resources allow. Courses may be accessed either 1.) On-site and/or 2.) Online, as defined below.

On-site courses may be accessed on a non-tuition paying basis in the middle or high school serving the student's attendance area, on a space available basis. Applications to a school outside of the student's attendance area will only be considered if the requested course is unavailable or there is no space available at the school serving the student's attendance area.

Online courses may be accessed on a tuition paying basis through FCPS Online Campus, on a space available basis. Parents or guardians must submit a FCPS online campus application, a part-time enrollment application, and a parent or guardian agreement.

A completed and signed partial enrollment application and a completed and signed parent or guardian agreement form must be submitted between April 15 and June 1 for the following academic year.

Final approval of applications for part-time enrollment of students receiving home instruction shall be given no later than August 15, provided parents or guardians comply with the requirement for notification and the requirement to provide evidence of progress outlined in sections V. and VI. of Regulation 2245.

No student receiving home instruction shall be admitted to a course after the third class meeting of that course.

Part-time enrolled students receiving home instruction shall fulfill all enrollment requirements as defined in the current versions of FCPS Policy 2101, Physical Examinations, Immunizations, Contagious Diseases, Treatment of Injuries, and Policy 2202, Eligibility for Enrollment, and Regulation 2101, Physical Examinations, Immunizations of Students, and Tuberculosis Screening Requirements, and Regulation 2202, Required Admissions Credentials for Students.

Prerequisites for requested courses must be satisfied. Student Registration staff members shall determine, with parental consultation, whether a student meets the prerequisite(s) for the requested course(s). Assessment testing may be required.

Part-time enrolled students receiving home instruction shall be subject to all provisions of the current version of FCPS Regulation 2601 (Students Rights and Responsibilities) and all similar policies, regulations, and requirements pertaining to students, including grading policies.

Part-time enrolled students receiving home instruction shall comply with all requirements of the course(s) in which they are enrolled. Any student enrolled in a course with a corresponding Standards of Learning (SOL) test shall take that test. Students enrolled in Advanced Placement (AP) courses, or International Baccalaureate (IB) courses will have the option of taking the corresponding exams in the spring of the academic year. In addition, part-time enrolled home instruction students may use SOL test results for math and language arts courses to demonstrate evidence of progress for the school year.

Part-time enrolled students receiving home instruction shall not be eligible for participation in school-sponsored athletics, student organizations and clubs, or other co- or extracurricular activities.

Part-time enrolled students receiving home instruction shall limit their presence on campus to the times of their class(es), except when attending events open to the general public or when complying with a bona fide request made by a teacher or an administrator when directly related to course(s) of enrollment.

FCPS does not provide transportation for part-time enrolled students receiving home instruction to access course(s).

Part-time enrolled students receiving home instruction shall not be eligible to audit a class, to receive an FCPS diploma, or to participate in commencement activities.

Parents or guardians who withdraw their child from a FCPS middle or high school during the school year to continue their education through home instruction may apply for their child to remain enrolled in a maximum of two core courses at the school from which the student withdrew, provided that parents or guardians comply with the requirements for home instruction as defined in FCPS Regulation 2245.

Virginia Department of Education regulations require each enrolled student in grades 1-12 to maintain a full-day schedule of classes. Home instruction is a full-time alternative to school attendance. Except as noted above, home instructed students will not be permitted to enroll on a part-time basis or participate in academic or extracurricular activities, except as required by law.

In accordance with Section 22.1-254.B.1 of the Code of Virginia, the School Board shall excuse from attendance at school any pupil who, together with his or her parents or guardians, by reason of bona fide religious training or belief,is conscientiously opposed to attendance at school. For purposes of this subdivision, "bona fide religious training or belief" does not include essentially political, sociological, or philosophical views or a merely personal moral code.

Parents or guardians shall submit a written request to the School Board for exemption stating their religious beliefs that are in conflict with public school attendance. Older children (14 years or older) should provide their own individual statements of their religious beliefs that conflict with school attendance. Parents or guardians should provide letters of support from their religious leader or persons who can vouch for the authenticity of their beliefs.

Parents or guardians requesting religious exemption should send their letter and supporting documents by e-mail, fax, or mail by August 15.

Any parent or guardian who moves into Fairfax County after the school year has begun shall submit their letter of request and supporting documents as soon as practicable.

The Home Instruction Office shall forward the requests quarterly to the School Board for consideration at their regular meetings. The School Board Office sends the letter of approval for religious exemption to the parents or guardians.

Once granted, the exemption applies for future years, although parents should notify the School Board in writing, referencing their religious exemption status, as younger children come of compulsory school attendance age.

FCPS is responsible for identifying, locating, and evaluating children who reside in Fairfax County who are in need of special education and related services, including students receiving home instruction. Parents who suspect their child has a disability and is in need of special education, should contact the principal of their student's base school.You may access the FCPS boundary locator at http://boundary.fcps.edu/boundary to determine your child's base school assignment.
View more information about Special Education Instruction.

If you are an approved home schooler, driver education can be taught at home. The student must currently be enrolled in a home-schooled program approved by the division superintendent. The acknowledgement letter received from Fairfax County Public Schools may be presented for verification of enrollment in a home school program.

Please visit the Virginia Department of Motor Vehicles Driver Education Information for Home Schoolers website for details.

Fairfax County Public Schools (FCPS) offers driving classes through Adult and Community Education. All students who register for driving classes must reside in Fairfax County. These classes are for high school students only. Private school and home school students may attend during the summer sessions. All classes are taught by Fairfax County Public Schools instructors. Register early as classes fill quickly.

When an elementary or middle school student enters Fairfax County Public Schools (FCPS) from a home instruction program, the principal shall determine grade placement based on evidence of achievement provided by the parent or guardian. If further evidence is necessary, consultation with school staff or testing may be required.

A student requesting credit for high school courses taken in an approved home instruction program shall provide FCPS with a list of courses taken, the objectives for the courses, and evidence of achievement. The courses for which credit is desired must correspond to courses offered by FCPS. If the evidence of achievement is determined to be insufficient, the principal can require the student to take an examination in each grade or course for which he or she wishes to establish placement or credit. Any credit granted by FCPS for courses taken under home instruction shall be designated on the student's scholastic record as credit transferred from home instruction.
Contact your base school to schedule an appointment for registration. Boundary information is available at http://boundary.fcps.edu/boundary/.

If you do not intend to continue home instruction, please inform the FCPS Home Instruction Office by email homeinstruction@fcps.edu, fax 571-423-4317, or mail of the educational setting in which you intend to place your child.

Home Instruction Resources
FCPS Resources Virtual Learning Resources

Virginia Department of Education - Virtual Learning

Virtual Virginia
As a program of the Virginia Department of Education, Virtual Virginia (VVa) offers online Advanced Placement (AP®), world language, core academic, and elective courses to students across the Commonwealth and nation. Due to the robust course offerings available to FCPS students through the FCPS Online Campus, FCPS does not currently participate in the Virtual Virginia full-time program.
Home school students may access Virtual Virginia and in these cases, are registered by their parents. Tuition, textbooks, fees and other materials are the responsibility of the enrolling party.

Virginia Council for Private Education (VCPE)
Accreditation through a VCPE Approved State Recognized Accrediting Association guarantees the transfer of student credits from the state recognized accredited private school to a public school and ensures recognition of teacher licensure credits for time served in an accredited private school.If a parent enrolls their child full-time in a VCPE approved virtual school, the child will be enrolled in a private school and not considered home schooled.

Contact Information

Parents or guardians should send their notice of intent and supporting documents by email, fax, or mail by August 15 to:
HomeInstruction@fcps.edu
Fax: 571-423-4317
Mailing Address:
Home Instruction
Fairfax County Public Schools
Gatehouse Administration Center
8115 Gatehouse Road, Falls Church, VA 22042

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Any parent may elect to provide home instruction for his or her school-age child For this purpose, the Code of Virginia defines parent as a biological parent, adoptive parent, guardian, or other person having control or charge of a child.

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Helping students to manage stress, make better choices, and develop healthy habits.

Wellness Support
If you need additional wellness support for your child this school year, please directly contact support staff at your child's school including the school counselor, school psychologist, or school social worker. The information for these staff members can be located on the school's website.
Promoting Positive Outcomes

It is not easy growing up in today's world. Children and adolescents are faced with adversity and life challenges each and every day that can undermine mental health and interfere with learning. These challenges include:

Academic difficulty or pressure to succeed

Family problems

Peer relationship struggles or conflict

Bullying and harassment

Health Issues

Pressure to use drugs or alcohol

Poverty

Crises

Adults play a critical role in promoting positive outcomes for youth. Whether as parents or guardians, school staff, or community members, we have an opportunity to foster assets in youth to help them manage stress, make better choices, and develop healthy habits. Assets (also referred to as protective factors) counter the challenges of daily life. They work to buffer and propel youth through negative life experiences and enhance the likelihood of making good decisions. Assets will not only protect youth now, but into the future. The more assets young people have, the more likely they will thrive.

Online Wellness Tool

The myStrength online tool helps you live your best life. You'll find help for stress, anxiety, chronic pain, and more.

The Fairfax County Youth Survey

The Fairfax County Youth Survey is given to all students in grades 6, 8, 10, and 12 each fall. It provides a wealth of information about a variety of topics related to our youth that influence their physical and mental well being, from sleep and nutritional habits to substance abuse behaviors to symptoms of depression and suicidal thoughts.

As in national and other research studies, the Fairfax County Youth Survey has consistently shown that when youth have more assets or protective factors in their lives, they are less likely to engage in problem behaviors or experience other negative outcomes in areas including (but not at all limited to) mental health and suicide, substance use, bullying, and gang involvement. The patterns hold true across genders, racial and ethnic differences, sexual orientation, and other demographics.

School officials, youth leadership classes, youth serving county agencies, and local nonprofits use the survey data to determine the effectiveness of school and community intervention and prevention programs and to identify changing trends and areas of need.
View more information on the results of the 2019-2020 Fairfax County Youth Survey.
Three to Succeed

Analysis of the Youth Survey has led to the development of the Three to Succeed concept. This is the notion that the presence of just three assets in a youth's life dramatically reduces risk behaviors and mental health health symptoms, and promotes thriving youth...and the more assets, the better potential for positive outcomes. Building assets within youth is more effective and efficient than implementing programming to prevent poor outcomes. If we can ensure a young person has an asset at home, at school, and in the community, that young person will already have three and be well positioned for success.
Learn more about Three to Succeed.
Know the Assets that Help Students Thrive

Everyone plays a role in ensuring that children are thriving in Fairfax County. The Fairfax County Youth Survey has investigated 15 assets within the school, community, and family domains to determine how prevalent these external supports are in the students' environments. Six additional items measured individual behaviors and attitudes that help young people develop into successful adults. Remember..it only takes three assets to make a significant difference in the lives of youth!

Assets You can Provide to Ensure that Youth Succeed in Life

Recognize and praise good effort

Present opportunities to talk one-on-one

Discourage bullying and cultivate a feeling of safety

Foster open communication with parents, even when students are doing well

Be a caring community member who is available to talk

Communicate clear disapproval of drug and alcohol use

Encourage participation in after-school activities

Give positive feedback and recognize good effort

Having gratitude and volunteering regularly

Trying hard when things are difficult

Having high personal integrity

Thinking through behaviors

Accepting responsibility for actions and mistakes

Fostering Resiliency

Resiliency is the capacity to overcome adversity by responding in healthy and productive ways to successfully meet life's challenges. In other words, it's the ability to bounce back. All youth have the capacity for resilience. It is a combination of personal strengths and the assets available to you within your family and community. It can grow and change over time. Each time youth exercise their coping skills in responding to challenges, they strengthen them and increase their resilience and capacity to manage future adversity.

Building resiliency in our youth is critical to their ultimate success and enjoyment in life. One model for fostering resiliency in youth is the Resiliency Wheel. The wheel identifies six resiliency builders that can be provided by schools, families, and communities that mitigate risk factors and build resiliency. The assets identified in the Fairfax County Youth Survey fall within the larger domains of resiliency builders identified as part of the Resiliency Wheel. Research has shown these six resiliency builders to be effective in helping our youth successfully meet the stress and challenges they face in their lives. They enhance a young person's ability to resist risks and make good decisions. The more resiliency builders set in place in a youth's life, the higher likelihood that youth will respond to challenges with resilience.

The Six Resiliency Builders

Give youth unconditional positive regard, kindness, love and encouragement. Celebrate their successes and foster a sense of community belonging. Above all else, all youth need a significant relationship with at least one caring, positive adult.

Here are some ideas on how to provide caring and support:

Ensure that youth have a positive bond with at least one caring, trusted, and supportive adult; seek out a mentor

Create a welcoming environment

Provide kindness and encouragement

Identify specific strengths in youth and name them specifically

Build in opportunities for personal discussion

Provide a good listening ear without judgment

Celebrate successes

Building Compassion to Support Healthy Coping

Communicate to youth the belief that they can be successful. Support and encourage goal-setting for educational and vocational endeavors that reflect positive thinking and belief in oneself.

Here are some ideas on how to set and communicate high, realistic expectations:

Tell youth you believe in them and foster a "can do" attitude

Help youth set attainable goals and strive for mastery

Nurture a positive self-esteem

Praise the efforts of youth; recognize improvements

Encourage and support youth in trying new challenges

Emphasize cooperation over competition

Help youth plan for future educational and vocational success

Explore Options to Prepare Your Child for Life After High School

Provide youth with the responsibility and chance to demonstrate their competence and eagerness to contribute and give back to others. Allow them leadership roles and opportunities to collaborate in decision-making.

Here are some ideas on how to provide opportunities for meaningful participation:

Get youth involved in community service and volunteer opportunities

Tackle a shared service learning project

Share responsibilities

Provide opportunities for leadership roles

Give youth a collaborative voice in decision-making

Service Learning Provides Opportunities for Meaningful Participation

Provide youth with clear guidelines on the expectations of behavior and apply appropriate and consistent consequences.

Here are some ideas on how to set clear, consistent boundaries:

Be knowledgeable of developmentally appropriate behaviors

Collaboratively design clear behavioral expectations

Make use of incentives and rewards for desired behavior

Deliver appropriate and consistent consequences

Take a positive approach to discipline which looks at mistakes as learning experiences

Teach youth to be assertive and advocate for their needs

The FCPS Parent Resource Center Provides Parenting Tips and Supports

Provide youth with the independent skills needed to navigate through the challenges of life; these include social, problem-solving, and coping skills. Model and encourage healthy life choices.

Here are some ideas on how to teach life skills:

Build off of the strengths youth already possess

Teach appropriate social, problem-solving, and coping skills

Talk about positive values and healthy choices

Teach youth to recognize and respect the feelings of others

Promote cooperation, communication, and tolerance

Allow youth opportunities to solve their own problems

Recognize youth for making positive choices and handling problems effectively

Be a role model; recognize your own errors

Healthy Minds Blog

Find information to support student mental health and wellness in fostering success at school, at home, and in the community.

View the Healthy Minds Blog

Healthy Minds Podcast

Being apart from each other hasn't been easy for anyone. Get new ideas to help your child, friends and families feel better.

Listen to Podcast

Emergency Resources

If you or someone you care about is in crisis, take action.

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Helping students to manage stress, make better choices, and develop healthy habits. If you need additional wellness support for your child this school year, please directly contact support staff at your child's school including the school counselor, school psychologist, or school social worker. The information for these staff members can be located on the school's website.

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Webinar: School Refusal, Anxiety, and Special Education Supports 

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Webinar: School Refusal, Anxiety, and Special Education Supports 

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School Refusal, Anxiety, and Special Education Supports

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Workshop: Why Won't My Child Go to School?

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Workshop: Why Won't My Child Go to School?

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Presentation for Why Won't My Child Go to School?

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Presentation for Why Won't My Child Go to School?

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Student and Adult Well-Being Are Key to Positive Conditions for Learning - 

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Student and Adult Well-Being Are Key to Positive Conditions for Learning - Attendance Works

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When positive conditions for learning are in place students are more motivated to attend and engage in learning. In collaboration with AIR, Attendance Works developed a graphic (see figure) showing how chronic absence is a sign that positive conditions of learning are missing. Attendance Works Execu…

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Top Recommendation: Getting your child to say "yes" to school : a guide for parents of youth with school refusal behavior

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Top Recommendation: Getting your child to say "yes" to school : a guide for parents of youth with school refusal behavior

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Browse our collection of books about School Anxiety here:

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Browse our collection of books about School Anxiety here:

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Top Recommendation: Overcoming school anxiety : how to help your child deal with separation, tests, homework, bullies, math phobia, and other worries

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Top Recommendation: Overcoming school anxiety : how to help your child deal with separation, tests, homework, bullies, math phobia, and other worries

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Top Recommendation for Young Kids: I don't want to go to school : helping children cope with separation anxiety

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Top Recommendation for Young Kids: I don't want to go to school : helping children cope with separation anxiety

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Parentally Placed Students with Disabilities Attending Private Schools

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Parentally Placed Students with Disabilities Attending Private Schools

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Fairfax County Public Schools (FCPS) is responsible for Child Find activities, which include locating, identifying, and evaluating all students with disabilities who are enrolled by their parents in private schools, including religious, elementary schools, and secondary schools located within Fairfax County. This includes children who live in Fairfax County and do not attend public school, but attend a private school in Fairfax County. This also includes children who do not live in Fairfax County and whose parents have enrolled them in private schools located in Fairfax County. Parents of students who are Fairfax County residents seeking these Child Find services should contact their FCPS base (neighborhood) school. Parents of students who do not reside in Fairfax County should contact the FCPS school closest to the private school their child attends. The public school will consider the referral information, initiate testing, if appropriate, and subsequently, determine eligibility and offer appropriate services, if required.

Referral Information

Child Find refers to the active and continuing efforts of the school division to identify, locate, and evaluate any child, birth to 21 years inclusive, who resides within the jurisdiction of Fairfax County and is suspected of being a child with a disability. These activities are required by state regulation. This includes resident children who do not attend public school, but attend private schools in Fairfax County. It also includes non-resident children who are parentally placed in private schools in Fairfax County.

For students who reside in Fairfax County, a referral for screening should be made to the FCPS base school. For private school students who do not reside in Fairfax County a referral should be made to the FCPS school closest to the private school. Parents need to register their child at an FCPS school before initiating the screening process for special education.

A non-resident student who is eligible for special education services or who is suspected of having a disability and may require special education services should seek assistance from the FCPS school located closest to the private school. Questions regarding which school is closest to the private school should be directed to the FCPS Office of Procedural Support at 571-423-4290.

Once an FCPS school receives a student referral, the neighborhood or base school must convene a screening committee within 10 business days to determine whether or not to evaluate for special education. If it is determined that assessments are required, the school must complete the assessments and hold an eligibility meeting during a time period not to exceed 65 business days from the date of the initial referral.

The school division must follow the prescribed guidelines for determining special education eligibility. Private evaluations presented by parents during the screening and eligibility process are considered, along with other information, in determining whether a student qualifies for special education and related services.

Consent for evaluations may be withdrawn before testing is completed, but the school system maintains the testing completed up to the point of the withdrawal. A parent may make a referral to restart the testing at any time in the future. The Local Screening Committee will review the referral and determine whether testing is warranted.

Registration, screening, and any provision of special education services takes place at the student's neighborhood FCPS school. This school is also referred to as the base school. If the child's base school is not known, school boundary information is available at 571-423-2330 or on our School Boundaries Adjustments page. Parents may also visit the boundary (attendance area) information page to determine a school assignment.

A private school student would be screened and receive services through the school district where the private school is located.
Referring a private school student who was previously determined to be eligible for special education services but the parents reject services offered through an IEP
For resident students, the parents would make a request for services by contacting the neighborhood or base school. The IEP/ISP team would convene to determine whether updated information is needed, and what, if any, services the student would receive. If the student returns to the public school, an IEP would be offered. If the student continues to attend the private school, an ISP may be offered. For non-resident students attending a private school located within Fairfax County, the parent would contact the FCPS school closest to the private school and request an ISP meeting. Parents interested in an IEP would contact the base (neighborhood) school in their county of residence.

The difference between an ISP (Individual Services Plan) and an IEP (Individualized Education Program)

The IEP is a written statement that specifies the individual needs of the child and what special education and related services are necessary to meet those needs. These services are provided through the public schools. The ISP indicates the service(s) the student may receive when the student attends a parentally placed private school.

Service Delivery

Private school students (including ESOL (English for Speakers of Other Languages) students) may receive the following services through an Individual Services Plan (ISP): occupational therapy, physical therapy, speech/language, and vision. After the ISP goals are written, a determination is made regarding which service providers will address the goal(s).

A parentally placed private school student with a disability is not entitled to receive some or all of the special education and related services that the student would receive if enrolled in a public school. School divisions make the final decisions regarding the services to be provided to eligible private school students.

Reevaluation

The reevaluation of a parentally placed private school student with an ISP should take place in the school where the student is receiving special education services. The school providing services manages the student's ISP.

Special Services Files

Special education and special services files are maintained for 5 years following graduation or withdrawal. Special education files include records of access and/or disclosure of student records, referrals, local screening committee forms, permission to test, eligibility committee decisions, and evaluation and assessments.

Transportation

FCPS provides transportation for parentally placed private school students when it is determined that the student requires transportation in order to benefit from FCPS special education services.The cost of transportation for parentally placed private school students with disabilities may be included in calculating whether FCPS has met the requirements for expenditures.

FCPS Summer Programs

Students of Fairfax County residents enrolled in private schools and students of non-Fairfax County residents may enroll in FCPS summer programs by providing proof of residency (for Fairfax County residents), birth certificate, current report card or official transcript, current record of physical examination, and proof of immunizations.

Professional Development for Private School Teachers

Fairfax County private school teachers may participate in trainings related to the use of specific technologies on a space available basis. At this time, there is not an option for students to access training for specific technologies.

Private school personnel may access FCPS workshops and/or classes based on space available. Should the private school require specific training they should contact the special education office and/or the Parent Resource Center to see if related topics are available.

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Parentally Placed Students with Disabilities Attending Private Schools

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Fairfax County Public Schools (FCPS) is responsible for Child Find activities, which include locating, identifying, and evaluating all students with disabilities who are enrolled by their parents in private schools, including religious, elementary schools, and secondary schools located within Fairfax County.

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https://www.understood.org/es-mx/articles/school-refusal-how-to-help-child

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Por Amanda Morin

Cuando los niños se niegan a ir a la escuela, puede ser estresante tanto para los padres como para los maestros. Tal vez usted se pregunte: ¿Por qué actúan de esa manera? ¿Y si no quieren regresar a la escuela nunca más?

Los niños se resisten o se niegan a ir a la escuela de maneras diferentes. Estas son algunas sugerencias para manejar el rechazo escolar, según lo que usted esté observando.

Tiene episodios de llanto o berrinches por la escuela

Reconozca que los sentimientos que causan la pataleta son reales. Sugiera que hablen sobre cómo mejorar las cosas cuando estén más calmados.

Deje claro que, aunque usted los apoye y los ayude a resolver los problemas, dejar de ir a la escuela no es una opción.

Qué puede decir: "Sé que te preocupa algo relacionado con la escuela. Cuando puedas hablar calmadamente, podremos conversar de esto. Quiero ayudarte a encontrar la manera de que se te facilite ir a la escuela".

Tiene crisis por la escuela

Sea paciente y deje claro que el niño no corre peligro, y que usted está ahí para ayudarlo. Los niños no pueden controlar las crisis emocionales, así que no hay nada más que usted pueda hacer cuando están sucediendo. Cuando la crisis termine, utilice frases cortas y concretas para manejar la situación.

Qué puede decir: "Esa fue una reacción intensa. Averigüemos si necesitas un descanso antes de que podamos hablar sobre la escuela". Tenga esta conversación en un momento tranquilo cuando todos estén calmados.

Más adelante, usted puede ayudar al niño a desarrollar habilidades para manejar situaciones difíciles y encontrar maneras más apropiadas de comunicar que se siente abrumado.

Se queda atascado en situaciones del tipo "y si ..."

Reaccione con tanta empatía como le sea posible. Quedarse atrapado en pensamientos negativos puede ser una respuesta a sentirse abrumado, ansioso e impotente. Es importante tratar de reducir la ansiedad lo suficiente como para poder hablar de en qué está atascado el niño.

Después, hable de la diferencia entre " y si..." y " lo que es ". Por ejemplo, un niño podría decir: "¿Y si los niños que me molestan están en mi clase?". Usted podría responder: "Lo que es cierto es que tu amigo Juan Luis está en tu clase".

No se quiere vestir en la mañana

El rechazo a ir a la escuela suele comenzar a primera hora de la mañana. Algunos niños se niegan a vestirse para ir a la escuela.

Ir a la escuela no es opcional. Pero ir en pijama podría serlo. Si su hijo manifiesta su rechazo de esta manera, usted tendrá que decidir si es más importante que su hijo vaya a la escuela o que vaya bien vestido. Tal vez tenga que enviarlo a la escuela en pijama.

Envíe un correo electrónico al maestro o llámelo por teléfono para explicar por qué su hijo no está vestido apropiadamente para la escuela. Explíquele a su hijo que usted no tiene control sobre lo que podrían decir sus compañeros de clase acerca de su vestimenta.

Se niega a subir al autobús o al auto

Llegado a este punto, las negativas del niño podrían afectar el horario de trabajo del padre o cuidador. Trate de no involucrarse en una discusión en ese momento.

Qué puede decir: "Veo que hoy tienes una mañana difícil. Conversemos más tarde, no voy a perder el tiempo discutiendo esto contigo mientras estés tan molesto".

Después, pídale a su hijo que trate de explicarle cuál es su preocupación. Si no encuentra una solución inmediata, piense en una solución a largo plazo. (El maestro de su hijo podría ayudar en esto). Incluso puede hacer un contrato de comportamiento que enumere las recompensas por ir a la escuela sin protestar y las consecuencias por convertirlo en un problema.

Modelo de contrato de comportamiento entre padres e hijos PDF

Descargar$abre en una nueva pestaña Comparta, abre en una nueva pestaña

Dice "no me puedes obligar"

Si los niños se niegan a hacer sus deberes escolares o a ir a la escuela y dicen: "No me puedes obligar", reconozca que es cierto.

Qué pueden decir los padres: "Tienes razón. No te puedo obligar. Tampoco puedo controlar lo que decidirá tu maestro en cuanto a los trabajos de recuperación y tus calificaciones".

Después, ofrezca tener una conversación honesta y tranquila sobre por qué no quieren hacer los deberes o ir a la escuela. Deje claro que usted quiere entender lo que está sucediendo y ayudar a resolver el problema.

Una vez que los niños llegan a la escuela es posible que rueguen regresar a casa. Esto puede ser un problema para los maestros.

Intente averiguar qué es lo que les preocupa. Algunos niños temen que algo malo le suceda a su familia mientras ellos están en la escuela. Si ese el caso, hable con su hijo antes de dejarlo en la escuela. Dígale que usted no corre peligro y coméntele cuáles son sus planes ese día.

También podría permitir que los niños le envíen mensajes de texto o lo llamen por teléfono a determinadas horas del día para confirmar que usted está bien. En el caso de niños más pequeños, también puede ayudar tener a mano una foto de la familia o un objeto pequeño que le sirva de consuelo.

Cuando los niños logren superarlo, aunque sea solo durante una parte del día escolar, elogie el esfuerzo que han hecho. Utilice palabras que muestren que usted sabe la importancia de este logro.

Qué puede decir: "Sé lo difícil que fue para ti. ¡Debes estar orgulloso de haberlo intentado!".

Al faltar a clases, los niños no están involucrando a los adultos en sus vidas. Su ansiedad es tan abrumadora que han decidido no ir a la escuela. Tome en serio la conducta del niño, así como sus miedos y preocupaciones.

Las familias, los maestros y el consejero escolar pueden hablar sobre crear un plan 504 con adaptaciones para la ansiedad. Es posible que el niño necesite lidiar con este asunto de manera paulatina.

Las familias no debería enfrentar solas el rechazo a la escuela. Los padres y los maestros pueden intercambiar información de lo que han notado en la casa y en la escuela. Juntos pueden crear un plan para que el niño regrese a la escuela.

Obtenga sugerencias e información sobre:

Acerca del autor

Acerca del autor

Amanda Morin es la autora de "The Everything Parent's Guide to Special Education" y fue la directora de liderazgo intelectual en Understood.

Revisado por

Revisado por

Brittney Newcomer (MS, NCSP) es directora de liderazgo intelectual en Understood. Ha trabajado en escuelas públicas por más de una década como maestra, evaluadora y jefa de currículo.

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Cuando los niños se niegan a ir a la escuela, puede ser estresante tanto para los padres como para los maestros. Tal vez usted se pregunte: ¿Por qué actúan de esa manera? ¿Y si no quieren regresar a la escuela nunca más? Los niños se resisten o se niegan a ir a la escuela de maneras diferentes.

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https://www.merckmanuals.com/es-us/hogar/salud-infantil/problemas-de-comportamiento-en-ni%C3%B1os/rechazo-a-ir-a-la-escuela

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Manuale Merck versión para el público general

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El tratamiento del rechazo a ir a la escuela debe incluir la comunicación entre los padres y el personal del centro escolar, la asistencia regular a la escuela y, a veces, terapia psicológica para la familia y el niño con un profesional de la salud mental. La terapia incluye el tratamiento de los trastornos subyacentes, la adaptación del currículo escolar para los niños que presentan una discapacidad de aprendizaje u otras necesidades educativas especiales, así como técnicas conductuales para ayudar a hacer frente al estrés en la escuela.

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Rechazo a ir a la escuela - Salud infantil - Manuale Merck versión para el público general

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El tratamiento del rechazo a ir a la escuela debe incluir la comunicación entre los padres y el personal del centro escolar, la asistencia regular a la escuela y, a veces, terapia psicológica para la familia y el niño con un profesional de la salud mental.

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Emotional and Mental Wellness for Families

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Emotional and Mental Wellness for Families

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My Teen Won’t Get Out of Bed: 7 Reasons Why and 10 Ways Parents Can Help

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Understanding the reasons why a teen won’t get out of bed is the first step in helping them develop a good summer routine.

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Mental Health Care for All High School Students

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FCPS has partnered with Hazel Health to help eliminate barriers to quality mental health care services for all high school students, at no cost to families. Available beginning April 10, 2023.

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Alternative Learning Centers | Fairfax County Public Schools

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Providing educational services for students (grades K-10) in a nontraditional learning environment.