摘要：This Campbell systematic review assesses the effects of psychosocial interventions for school refusal. The review summarizes the findings from eight studies. Medium quality evidence shows that cognitive‐behavioural therapy (CBT) increases school attendance but has no effect on anxiety. The effect of the psychosocial interventions on anxiety was not statistically significant. The effects on attendance were significant. Several risks of bias were present in most studies included in the review, which could upwardly bias the estimated effects. Many included studies did not clearly describe how they randomly assigned participants to treatment or control groups. Therefore, the current estimate of treatment effects from the eight rigorous studies should be treated with caution.
