Emerging Mental Health Diagnoses and School Disruption: An Examination among Clinically Referred Children and Youth.

Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed. ISSN 1918-5227 Pages 520 Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time commitment to this study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Stewart, S. L., Klassen, J., & Hamza, C. (2016) Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth. Exceptionality Education International, 26, 5-20. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss2/2 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth Cover Page Footnote Dr. Shannon L. Stewart would like to acknowledge the funding of the London Community Foundation (LCF) as well as the Volunteer Organization of the Child and Parent Resource Institute (VOCPRI). We would also like to thank the agencies involved in this project for all the “in kind” support. Dr. Chloe Hamza would also like to acknowledge funding to conduct this research from the Canadian Institutes of Health Research (frn: 1400862). Special thanks to all of the children, youth, and families for their dedication and time commitment to this study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss2/2 Exceptionality Education International 2016, Vol. 26, No. 2, pp. 5–20 ISSN 1918-5227 5 Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and Youth Shannon L. Stewart, Janell A. Klassen, Chloe A. Hamza Western University