Abstract
The widespread use of social media among adolescents has been linked to various psychosocial challenges, including school refusal, a significant issue during this developmental period often associated with mental health issues, academic underachievement, and long-term adverse outcomes. While numerous risk and protective factors have been examined, there is limited empirical evidence on how online peer influences and traditional support systems interact in shaping adolescent school refusal experiences. This study aims to investigate the associations between school refusal and both risk (peer pressure on social media) and protective factors (teacher and student support, communication with parents). A total of 754 preadolescents and adolescents participated in the study (51.06% girls; Mage = 12.59, SD = 1.33). Participants completed a self-report survey assessing school refusal behaviors, peer interactions, and social media engagement. Findings indicated that peer pressure on social media was positively associated with school refusal, suggesting that conformity to online peer norms may contribute to school refusal. Conversely, student support in the classroom was negatively associated with school refusal, highlighting the protective role of positive peer relationships in promoting school engagement. However, teacher support was not significantly related to school refusal behaviors. These findings highlight the influence of social media dynamics on school refusal and the importance of fostering supportive peer interactions within school settings. Intervention efforts should consider both online and offline peer influences to mitigate school refusal behaviors in adolescents.