School refusal, as differentiated from both school phobia and truancy, is a term used to denote emotionally-based avoidance of school. To identify factors associated with school refusal, 41 junior high and high school students (including special education school refusers, special education non-refusers, and a comparison group from a regular classroom) were assessed using a fear schedule, a locus of control questionnaire, and a standardized diagnostic interview. Attendance information and academic achievement test scores were obtained from school records. Ratings of behavior problems at home and in school were obtained from parents and teachers. Results showed that in addition to high rates of fear and absenteeism, school refusers experienced family problems, anxiety, depression, somatic complaints, problems with peers, and a belief that they had little control over their academic performance. In comparison to the school refusers, their non-refuser, special education classmates had a more internal locus of control, were less anxious and depressed, and reported fewer problems with school. The normal comparison group was significantly less disturbed than the special education groups on most of the subscales reported. These results suggest that school refusal is not a unitary problem entity, but that it is merely one facet of a general socioemotional problem complex characterized by mood disturbance, social isolation, problems in relating to family members, somatic complaints, immature emotional outbursts, strange ideas, and feelings of helplessness. (Author/JAC)