Student school avoidance linked to social issues and bullying

As students return to school, recent findings suggest that school avoidance is often driven by factors other than academic performance or grades. A survey conducted by the UNICEF Czech Republic committee and the STEM/MARK agency highlights student stress levels and the underlying causes of anxiety regarding the return to the classroom.

Therapist Renata Vordová notes that when children express a reluctance to attend school, parents should avoid asking “why” immediately, as it implies there is a single correct answer. Instead, she recommends open-ended questions to uncover issues such as social exclusion or bullying. Vordová emphasizes that bullying requires intervention involving the victim, the aggressor, and the entire class collective, noting that the distinction between teasing and bullying lies in the relationship and whether the behavior is perceived as harmful by the individual.

The historical context of Czech education is also noted, tracing the evolution of compulsory schooling from the Maria Theresa era to modern requirements, which now mandate ten years of education starting in preschool age.