本研究旨在探討國中拒學學生的拒學歷程及其影響因素，採用質性研究方法之個案研究法，深入探究三名長期拒學學生，其拒學歷程，以及拒學過程中，個體與環境之間的交互關係。資料蒐集為期約7個月，透過半結構訪談、觀察與文件分析等方式，本研究之發現與結論如下：
一、 三位研究參與者拒學發展歷程可分為「潛伏」、「前兆」、「初期拒學」、「慢性化/惡化」等四個階段，從「前兆」的出現到「慢性化/惡化」階段，家庭與學校不斷的提供調整、協助與輔導，以因應其拒學情形，並努力讓學生踏上返校之路。
二、 整個拒學歷程中，以「拒學」的發生為切分點，形成拒學前與拒學後，不同的生態互動與變化：
（一） 拒學前，從資料分析中發現三位學生均有其能力及特質上的弱勢，家庭及學校是否能覺察並因應為重要的影響因素，此時家庭與學校均能維持正常運作功能，並均與個體有直接聯結。
（二） 拒學後，個體受「不上學產生的罪惡感」、「沈迷事物」以及「作息不正常」纏繞，躲在家中不再上學，家庭成為唯一直接協助個體的資源，學校與其他資源必須與家庭共同合作，同時幫助與增能家庭，才能使個體步上復學之路。
最後，本研究基於研究發現、討論與限制，對未來研究以及實務工作提出相關建議，以供參考。

The purpose of this research is to explore the junior high school students with school refusal behaviors, their school refusal process and influential factors. This research adapted the case study, one kind of qualitative methods. During the seven months long survey procedure, the researcher collected meaningful data from semi-structured interview, observation, and literature review, findings and conclusions of this research are as follows：
Ⅰ. The three participants’ school refusal process can be divided into four stages：”latency,” “onset,” “initial school refusal behaviors,” and “chronic/deterioration.” From the onset stage to the chronic/deterioration stage, families and schools continue to provide adjustment, assistance and counseling in response to their school refusal situation and also take efforts to enable students to embark on the road of the back-to-school.
Ⅱ. During the entire process of school refusal, it is the first occurrence of "school refusal behavior" as cut-off point that forms “before school refusal occurrence” and “after school refusal occurrence” two distinctive interactions and behavior changes.
a. Before school refusal occurrence: according to data analysis, the three students have their disadvantaged on the capabilities and characteristics. It is a crucial factor whether families and schools are aware of them and take response actions. In this period, both families and schools are still functioning, and have a direct connection with the individuals.
b. After school refusal occurrence: suffered torments from “the guilt due to out of school”, “addicted to something”, and “irregular daily routine” leads to the individuals’ refusing school and staying at home. In this period, the family is the only direct resource to assist the individuals. Schools and other resources must cooperate with the family; in the meanwhile, they also have to help and energize the family in order to lead the individuals on the road of returning to school.
Finally, according to these findings, discussions, and the limitations of the study, substantial suggestions for future studies and relative practice are proposed.

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