School refusal is a psychosocial issue defined as persistently missing school, educational activities or avoiding activities within the school setting which manifests in children and adolescents from 5 to 17 years of age. It occurs in between 2% and 5% of children and is a growing problem. Case studies show the varied nature of the problem: no two children have the same experience or triggers for school refusal behaviour. This makes it difficult for parents and teachers to support them and can see their cases being placed in the 'too hard basket'. This paper discusses the current literature on school refusal as well as providing teachers with suggestions based on current research into the best ways to support and encourage students who exhibit school avoidant behaviours