Absence from school, recurrent or long-term, constitutes one of the most widespread and disquieting problems facing teachers and education authorities. The major cause of such absence, Dr Clyne maintains, is emotional disturbance within the child and his family, which expresses itself as 'school refusal'. This condition may range in its manifestations from a dramatic refusal to go to school without apparent justification or acceptable reason to symptoms suggestive of physical illness which prevents the child's attendance. Dr Clyne argues that diagnostic mis-interpretations, the wild goose chase of interminable physical investigations, and therapeutic mishandling can be avoided by early recognition of the fundamentally emotional nature of a good deal of childhood illness. He has attempted to clarify the concept of school refusal, to establish differential diagnostic criteria, and to elucidate the dynamics and aetiology of the condition. The case histories demonstrate the role of relationships in children's illnesses and illustrate the mothods of treatment used. Because he has usually had prior contact with the child and is the person to whom the parents first appeal for help, the family doctor, it is suggested, is particularly well placed to deal with cases of school refusal and, where appropriate, to invoke the aid of specialist services. In this connection consideration is given to the role that may be played by the paediatrician, the pychiatrist and the child-guidance worker. In presenting his material, Dr Clyne has in mind the needs and interests not only of general practitioners but also of teachers and others whose work is with children. Nor is its relevance limited to specialists; parents, too, stand to gain from the author's experience and insight.