My difficult child has issues with school refusal. The school has some idea from last year that we she has a hard time some mornings (she is getting out of the car with a red face instead of coming on the bus). But they do not know the extent the tantrums etc. She is usually fine once she gets into the building and functions thru the day.
Our therapist suggested that we let the school know how difficult it is to get her there. therapist said she would write letter etc. therapist thinks school should set up consequences such as missing recess to make up work missed in the morning etc.
I have mixed feelings about this. difficult child clearly has anxiety and this approach is not addressing it in my humble opinion. She does respond to school consequences so this may motivate her but she also over-responds to them. So, for example, if she forgets part of her HW at school it will be a meltdown as she panics about not getting all her HW turned in (a flip from years of refusing to do HW). So consequences for being late may motivate her but may also trigger more anxiety about getting to school.
difficult child will not admit she has a problem, resists therapy, is not on medications. I am working towards a neuropsychologist evaluation to try to better figure out what is driving the behavior. therapist thinks it maybe good to push her with school consequences since difficult child does not acknowledge her behavior (tantrums, refusing to go to school) as a problem.
I welcome any thoughts on getting the school involved in this and what role the school might take. We are supposed to meet with her teacher, Principal, and school SW, which is partly triggered by the principal speaking to husband when he dropped difficult child at school late yet again.
Thanks
Our therapist suggested that we let the school know how difficult it is to get her there. therapist said she would write letter etc. therapist thinks school should set up consequences such as missing recess to make up work missed in the morning etc.
I have mixed feelings about this. difficult child clearly has anxiety and this approach is not addressing it in my humble opinion. She does respond to school consequences so this may motivate her but she also over-responds to them. So, for example, if she forgets part of her HW at school it will be a meltdown as she panics about not getting all her HW turned in (a flip from years of refusing to do HW). So consequences for being late may motivate her but may also trigger more anxiety about getting to school.
difficult child will not admit she has a problem, resists therapy, is not on medications. I am working towards a neuropsychologist evaluation to try to better figure out what is driving the behavior. therapist thinks it maybe good to push her with school consequences since difficult child does not acknowledge her behavior (tantrums, refusing to go to school) as a problem.
I welcome any thoughts on getting the school involved in this and what role the school might take. We are supposed to meet with her teacher, Principal, and school SW, which is partly triggered by the principal speaking to husband when he dropped difficult child at school late yet again.
Thanks