Effectiveness of a Structured Intervention on School Phobia among School Children in a Rural Area of Damana, Bhubaneswar: A Quasi-Experimental Study
Keywords:
school phobia; school refusal; anxiety; school children; quasi-experimental study; rural children; structured interventionAbstract
Abstract
Background
School phobia, commonly discussed within the broader concept of school refusal, refers to difficulty attending or remaining in school because of emotional distress, fear, anxiety, or related psychological factors. School refusal has been associated with anxiety, separation difficulties, social concerns, family factors, and school-related stressors. Previous literature has reported a close relationship between anxiety and school refusal among children and adolescents. Indian literature has also indicated that school refusal may remain under-recognized, particularly in socioeconomically disadvantaged settings.
Aim
The present study was conducted to assess the effectiveness of a structured intervention on the level of school phobia among school children in a rural area of Damana, Bhubaneswar.
Methods
A quantitative research approach with a quasi-experimental pre-test and post-test control-group design was adopted. Fifty school children who fulfilled the predetermined selection criteria were included in the study. Twenty-five children were assigned to the experimental group and 25 to the control group. A structured school-phobia assessment scale was administered before and after the intervention. The experimental group received a structured intervention, whereas the control group continued with routine activities.
Results
The mean school-phobia score in the experimental group decreased from 42.16 ± 5.71 in the pre-test to 25.32 ± 5.18 in the post-test, representing a mean reduction of 16.84 points. In the control group, the mean score decreased from 41.72 ± 6.02 to 39.88 ± 6.11, representing a mean reduction of 1.84 points. The paired t test demonstrated a statistically significant difference between pre-test and post-test scores in the experimental group (t = 16.80, p < 0.001). The independent t test showed a statistically significant difference in post-test scores between the experimental and control groups (t = 9.09, p < 0.001).
Conclusion
The findings indicated that the structured intervention was effective in reducing school-phobia scores among school children in the experimental group. Early identification and supportive intervention may contribute to improved school attendance, emotional adjustment, and participation in the school environment.
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