학술논문
From a child who IS a problem to a child who HAS a problem: fixed period school exclusions and mental health outcomes from routine outcome monitoring among children and young people attending school counselling.
Document Type
Article
Author
Source
Subject
*TREATMENT of behavior disorders in children
*COMPETENCY assessment (Law)
*SCHOOL health services
*COUNSELING
*SCHOOL discipline
*TREATMENT effectiveness
*PSYCHOLOGY of middle school students
*EDUCATIONAL psychology
*PSYCHOLOGY of high school students
*QUESTIONNAIRES
*DESCRIPTIVE statistics
*EVALUATION
*
*
*
*
*
*
*
*
*
*
*
Language
ISSN
1475-357X
Abstract
Background: Exclusion from school is a disciplinary tool with an increasingly recognised relationship to poor mental health among children and young people. We explored the relationship between mental health and school exclusion for a cohort of children and young people receiving one to one counselling. Method: We analysed routinely collected data from a diverse UK sample of children and young people aged between four and 16 years old and receiving school‐based counselling (n = 6712 students from 308 primary and 61 secondary schools). Fixed period school exclusion rates (number of sessions) were compared between the academic year before and the academic year in which the child attended counselling. Mental health (Strengths and Difficulties Questionnaire) was compared at baseline and at the end of the intervention (after between 16–22 counselling sessions depending on the phase of education). Results: Despite more complex and severe initial difficulties, and facing greater adversity, children and young people who experienced school exclusion prior to counselling demonstrated a significant reduction in subsequent sessions of school exclusion in the academic year that the counselling took place (from two full school weeks to half a school week). Moreover, over 74% of the students had fewer reported exclusions and more than half (56.14%) did not have any further subsequent exclusions. They also had better mental health measured by the teacher reported SDQ (pre‐intervention M = 18.94, SD = 6.83 vs. postintervention M = 15.67, SD = 7.56, t(310) = 8.23, p <.001) or by the parents (pre‐intervention M = 18.09, SD = 6.42 vs. postintervention M = 14.0, SD = 6.99, t(171) = 7.71, p <.001). Conclusions: School‐based mental health interventions may positively influence educational engagement as well as mental health. Providers should, therefore, monitor both to explore the impact of their interventions. The identification of poor mental health may alter staff perceptions and management of challenging pupils, which future studies should explore. [ABSTRACT FROM AUTHOR]