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Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria

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In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12–16) using two independent community samples (N = 658; N = 485) were designed to provide evidence based on internal structure, internal consistency reliability and evidence-based on relationship with conceptually related constructs. Confirmatory factor analyses did not confirm a four-factor but a three-factor latent structure of the SCREEN. The SCREEN scores demonstrated good reliability and were significantly and positively related to Child Anxiety Related Emotional Disorders and Generalized Anxiety Disorder. In conclusion, the results of this study provide validity evidence for the SCREEN as a measure of school refusal and thus could be utilized in research and clinical settings.

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We would like to express our sincere gratitude to Marie GALLE-TESSONNEAU for granting us permission to adapt the School Refusal Evaluation measure for use in our study.


The authors have no funding to disclose.

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Correspondence to Nedjem Eddine Boudouda.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the [Blinded for Review] and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all families, school included in the study; assent was obtained from children.

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Boudouda, N.E., Elafri, M., Hamel, A. et al. Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria. School Mental Health 16, 267–276 (2024).

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