不登校を英語で言うと？「不登校を表す英語の多様性」
英語圏では不登校を表す言葉として、「school refusal」「truancy」「absenteeism」など、状況や背景によって異なる表現が使い分けられている▼特に注目すべきは「school refusal」と「truancy」の違いだ。「school refusal」は不安や心配が原因で登校できない状態を指し、家族も状況を把握している。一方「truancy」は無断欠席や怠学を意味し、反社会的な行動を伴うことが多い▼最近では「school refusal」という言葉すら批判的に見られ始めている。この言葉が子どもの「選択」を強調しすぎるという指摘から、「emotionally-based school avoidance (ESBA)」や「anxiety-related absence」といった、より心理的な要因に焦点を当てた表現が好まれるようになってきた▼文部科学省の最新調査で、34万人を超える児童生徒が不登校状態にあることが明らかになった。その背景には「やる気が出ない」「不安・抑うつ」といった心理的要因が大きいとされる▼英語圏でも、不登校の原因は社会不安や学業の困難さ、家庭環境の変化など多岐にわたる。特に学校生活の転換期や家族の重大な出来事の際に起こりやすいとされている▼このように、不登校を表す言葉の変遷は、社会の理解や支援のあり方の変化を反映している。子どもたちの心理的な苦痛に寄り添い、適切な支援につなげるために、私たちは言葉の持つ意味や影響力にも敏感である必要があるだろう。
【英語訳】
The Diversity of English Terms for School Non-Attendance
In English-speaking countries, various terms such as “school refusal,” “truancy,” and “absenteeism” are used to describe school non-attendance, with different expressions chosen based on the circumstances and context.
The distinction between “school refusal” and “truancy” is particularly noteworthy. “School refusal” refers to a condition where a student cannot attend school due to anxiety or worry, with the family being aware of the situation. In contrast, “truancy” refers to unauthorized absence or delinquency, often accompanied by antisocial behavior.
Recently, even the term “school refusal” has begun to face criticism. Due to concerns that this term overemphasizes the child’s “choice,” expressions that focus more on psychological factors, such as “emotionally-based school avoidance (ESBA)” or “anxiety-related absence,” have become increasingly preferred.
The latest survey by Japan’s Ministry of Education revealed that over 340,000 students are in a state of school non-attendance. Psychological factors such as “lack of motivation” and “anxiety/depression” are considered major contributing factors.
In English-speaking countries as well, the causes of school non-attendance are diverse, including social anxiety, academic difficulties, and changes in family circumstances. It is particularly likely to occur during school life transitions or significant family events.
Thus, the evolution of terms describing school non-attendance reflects changes in social understanding and support approaches. To properly support children’s psychological distress and provide appropriate assistance, we need to be sensitive to the meaning and impact of the words we use.
