Understanding school refusal behaviors among high school students through social justice perspectives

School refusal is a term when students refuse to attend a school that can be related to social anxiety, depression, or other forms of psychopathology. This research tries to identify if there is a connection between the existence of social justice in schools with school refusal behavior using SRAS-R by Kearney, C. For students to have a sense of well-being and security both physically and psychologically, social justice entails treating all of them equally and allocating resources appropriately. The research is quantitative research on ۶۰ students that have been selected to participate in this research from ۳۶ different high schools across Mashhad, Iran. The main reason for school refusal is trailing tangible rewards outside of school, and the slightest observation of social justice among participants is inequalities in access to knowledge, assets, and education facilities, tools, and instruments. In addition, male students receive less social justice; it worsens in public schools. Moreover, the safety and security of schools correlate with school refusal behaviors, such as avoiding prevalent school-related distress caused by clear or unclear factors and constantly seeking other people's attention, such as family, and relatives, Etc.