School anxiety and avoidance

by | Jan 8, 2026 | Uncategorized | 2 comments

An empty school hallway with blue lockers lining both sides and bright overhead lights, overlaid with a lined notebook paper graphic that reads “School Anxiety and Avoidance,” with the Duncan Lake Speech Therapy logo in the lower right corner.

by Kerina Luark, LLPC
Pediatric mental health clinician
Duncan Lake Speech Therapy, LLC

After time off from school, whether it is summer break, a long holiday, or an extended absence, returning to school can feel hard for many kids. Changes in routine, increased demands, social expectations, and separation from home can all contribute to stress, even for children who previously did well in school.

A long, empty school hallway with rows of blue lockers lining both sides, fluorescent ceiling lights overhead, and a shiny tile floor reflecting the lights, creating a quiet, symmetrical scene.

For some kids, this stress shows up as school anxiety. School anxiety refers to the worry, fear, or distress a child experiences related to school. This anxiety may be connected to academics, social situations, sensory demands, transitions, health concerns, or changes at home or school. Some children continue attending school while feeling highly anxious, especially early on.

When anxiety is ongoing and overwhelming, school avoidance can develop. School avoidance occurs when a child stops attending school because being at school feels unsafe or intolerable. Avoiding school may reduce anxiety in the short term, which can unintentionally reinforce the pattern and make returning feel even harder over time.

School avoidance is not defiance or laziness. It is a nervous system response to distress.

Early support focuses on understanding the source of anxiety, building emotional safety, and reducing stressors rather than forcing compliance. With appropriate support, many children are able to return to school feeling more confident and supported.

Supporting School Anxiety

When school anxiety is present, support works best when it prioritizes safety, predictability, and connection.

  • Acknowledge the anxiety without minimizing or dismissing it
  • Focus on patterns over time rather than isolated hard mornings
  • Maintain predictable routines and clear expectations
  • Collaborate with the school early to reduce stressors where possible
  • Seek professional support when anxiety begins to interfere with attendance, learning, or emotional well being