First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI:10.1080/13632752.2022.2141871

Caron Lawson, Kathy Prentice, Janine M. Jennings, K. Johnston

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引用次数: 0

Abstract

ABSTRACT Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more fixed-term exclusions, as well as compare differences in rates to matched controls. Mental health and neurodevelopmental measures were collected from 40 children aged 11–16, 13 parents and 9 teachers. The screening process was feasible and acceptable for the children, however there was limited informant response. Case participants showed elevated levels across all screening measures compared to matched control participants. This study highlights the range of difficulties experienced by children at risk of exclusion from school and suggests a screening process may help to identify underlying neurodevelopmental and mental health difficulties.

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继英国两次定期学校排除后，对中学生进行心理健康和神经发育筛查的第一步

被学校排除在外的儿童通常有一系列未被识别的需求，这些需求可能直接导致他们的行为。研究和政策强调，缺乏对面临被排斥风险的儿童的困难进行筛查。本研究旨在评估和探讨对两次或两次以上定期排除的中学儿童进行神经发育和心理健康筛查的可行性和可接受性，并比较其与匹配对照组的差异。收集了40名11-16岁儿童、13名家长和9名教师的心理健康和神经发育指标。筛查过程对儿童来说是可行和可接受的，但是信息提供者的反应有限。与匹配的对照组相比，病例参与者在所有筛查措施中都显示出较高的水平。这项研究强调了面临被学校排斥风险的儿童所经历的一系列困难，并建议筛查过程可能有助于识别潜在的神经发育和心理健康问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.