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Kinder- und Jugendmedizin 2025; 25(01): 27-35
DOI: 10.1055/a-2494-2843
Schwerpunkt

Schulabsentismus und psychische Erkrankungen bei Kindern und Jugendlichen

School absenteeism and mental illness in children and adolescents
Volker Reissner
1   Abteilung für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, LVR-Klinikum Düsseldorf/Heinrich-Heine-Universität Düsseldorf
,
Lisa Fabis
1   Abteilung für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, LVR-Klinikum Düsseldorf/Heinrich-Heine-Universität Düsseldorf
,
Ulrike Bowi
1   Abteilung für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, LVR-Klinikum Düsseldorf/Heinrich-Heine-Universität Düsseldorf
,
Senka Asceric
1   Abteilung für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie, LVR-Klinikum Düsseldorf/Heinrich-Heine-Universität Düsseldorf
,
Martin Knollmann
2   LVR-Universitätsklinik Essen, Kliniken und Institut der Universität Duisburg-Essen, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes und Jugendalters
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Zusammenfassung

Der Begriff „Schulabsentismus“ beschreibt das Fernbleiben aus der Schule unabhängig von einem entsprechenden Grund. Die spezifische Klassifikation des Schulabsentismus kann nach Dauer der Fehlzeiten, nach Symptomatik/Verhalten im Rahmen des Absentismus, nach Schulrecht oder nach Art des Vermeidungsverhaltens eingeteilt werden. Das „Multi-tiered, multi-domain system of supports“ (MT-MDSS) repräsentiert ein praktisches Rahmenmodell für Diagnostik und Interventionen. Präventive, schulweite Maßnahmen sind bei leichtgradigem Absentismus indiziert. Individuelle schulische und psychiatrisch-psychotherapeutische Maßnahmen kommen bei mittelgradigem Ausmaß der Fehlzeiten und gleichzeitiger psychischen Störungen zur Anwendung. Schwergradiger, chronischer Schulabsentismus der zusätzlich mit Multi-problemlagen einhergeht, benötigt koordinierte Interventionen in einem Netzwerk aus verschiedenen Institutionen. Die Prognose von mit einer psychischen Störung einhergehendem Schulabsentismus stellt sich in Hinblick auf die psychische Belastung sowie die Schulreintegration als gut dar.

Abstract

The term ‘truancy’ describes absenteeism from school irrespective of the related cause. School absenteeism can be categorized according to the duration of absenteeism, symptoms/behavior in the context of absenteeism, school law or the type of avoidant behavior. The ‘Multi-tiered, multi-domain system of supports’ (MT-MDSS) represents a practical framework model for diagnostics and interventions. Mild truancy behavior is an indicator for the implementation of school-wide, preventive measures. Individual school and psychiatric-psychotherapeutic measures are used in cases of moderate absenteeism and concurrent mental disorders. Severe, chronic school absenteeism which is also associated with multiple problems requires coordinated interventions in a network of different institutions. The prognosis for school absenteeism associated with a mental disorder is benign in terms of psychological distress and school reintegration.

Schlüsselwörter

Schulabsentismus - Schulvermeidung - Schulschwänzen - Multi-tiered - multi-domain system of supports (MT-MDSS) - kognitive Verhaltenstherapie

Keywords

school absenteeism - school avoidance - truancy - multi-tiered - multi-domain system of supports (MT-MDSS) - cognitive behavioral therapy


Publication History

Article published online:
10 February 2025

© 2025. Thieme. All rights reserved.

Georg Thieme Verlag KG
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