This study examined the effects of solution building and resilience on the function of school refusal behavior. Participants were 463 junior school students (227 males and 236 females) who completed a self-reported questionnaire. Results indicated that solution building had no direct effect on the function of school refusal behavior, but solution building mediated resilience and affected the function of school refusal behavior. These indirect effects differed by gender. This study has revealed that refusal to attend school is less intense if a student has greater resilience when there is a high level of solution building. This will help to examine effective support to reduce the function of school refusal behavior.
