The phenomenon of schoolrefusal is placed in a broader context. A conceptual distinction is made between schoolphobia and playing truant. Within the explanation of schoolphobia, three different theoretical orientations are mentioned. Some arguments are offered to use a multi-modal approach for therapy, stressing the importante of a multi-causal schema. This muti-modal approach is illustrated with a case-study. A polyvalent intake suggested the use of a broad spectrum of interventions. A follow-up after one year gives a rather promising outcome. Some concluding comments are made regarding the impact of the therapy and the relative value of this kind of intervention.