The aim of the current study was to investigate the impact of parental constructs of school upon their children’s constructs of school and their emotionally based school refusing (EBSR) behaviour. The literature review explores the range of definitions surrounding EBSR, examines the existing research conducted to date and explores the lack of research around parental constructs and the potential role parental constructs may have upon EBSR. Using a Personal Construct Psychology (PCP) (Kelly, 1955) methodology called the Repertory Grid Technique (RGT), 5 parents and their children’s (who present with EBSR) constructs were elicited around school and school related elements. Thematic analysis was used to analyse the data collected from the RGT interviews and also the shared themes between the constructs elicited from the parents and children and also between the parent-child dyads. In addition, a chi-square methodology was used to examine whether any of the parent-child repertory grids could be identified as being significantly similar. The results are discussed in relation to PCP and the impact the findings may have upon interventions for the child and their family and also the practice of professionals around the family. Methodological challenges with the study are examined and opportunities for future studies are illustrated.