Background: School refusal behavior refers to a spectrum of problematic illegitimato absenteeism that includes youths who misschool or extended periods of time.  School refusal behavior is the refusal to attend school due to emotional distress. School refusal differs from truancy in that children with school refusal feel anxiety or fear towards school. The term school refusal was coined to reflect that children have problems attending school for a variety of different reasons and these reasons might not be the expression of a true phobia such as separation or social anxiety. Aim: The aim of the present study was to develop the psychosocial program for school students to overcome school refusal behavior at basic school education. Design: A quasi-experimental design was used to achieve the aim of the study. Setting: This study was conducted at primary schools from Benha City, Qalubia Governorate, which is followed The Ministry of Education in Egypt. Subject: A systematic random method from six grade primary schools 69 students from Benha district on students with school refusal behavior. Tools: Three tools were used for data collection. Tool 1- Students Questionnaire includessocio-demographic data of studentsand their parents, medical and surgical history of parents. Tool 2- School refusal Assessment Scale. Tool 3- Spence children Anxiety Scale. Results: There was a highly statistically significant improvement in total score of school refusal behavior and total score of anxiety between pre and post implementation of the program. Conclusion: The study demonstrated that psychosocial program had a positive effect on overcoming school refusal behavior and anxiety among students at basic school education. Recommendations: A psychosocial program should be given for all school refusal students to enhance their social adjustment, reduce anxiety and overcome school refusal.