School attendance is an ongoing concern for administrators, particularly in middle-level and high school. Frequent absences affect student learning, test scores, and social development. Administrators who understand the causes of school refusal behavior and are aware of effective intervention strategies can help provide supportive school environments that lead to improved attendance and school outcomes. This article discusses the causes for school refusal and what can be done about it. The author stresses that early assessment and intervention for school refusal behavior is key to successful outcomes. She suggests that school administrators should establish problem-solving teams that can identify, assess, and intervene with school refusers and promote strong alliances with families and mental health agencies involved in treatment. The goal of intervention should be to increase attendance and coping skills.