Mental health needs in schools for emotional, behavioural and social difficulties

Abstract

Within the UK, around 10% of children have mental health problems, but this is likely to be higher among certain specific populations. Children and young people attending provisions for social, emotional and behavioural difficulties (SEBD) are a particularly vulnerable group whose mental health needs are under-researched. The authors, Latha Hackett, Louise Theodosiou, Freya Spicer and Rachel Lever of the Winnicott Centre, Manchester, Claire Blackburn who is a clinical psychologist and Caroline Bond of Manchester University conducted a study which involved all pupils in two schools for children with SEBD. The views of parents and teachers were sought for a sample of 71 children. The Strength and Difficulties Questionnaire and a supplementary questionnaire were used to gain a broad picture of the mental health needs of this group and the services required. The findings from these questionnaires indicate a much higher than national level of perceived mental health difficulties within this population. This piece of research highlights that both teachers and parents identified a need for professional support, from education, social care, health and other services. These findings have implications for future commissioning of services.

Mental health interventions in schools in high-income countries

“…Alignment of these schools or classrooms with community mental health services is often needed, but not universally available. 86 …”

Students’ Perceptions of Schooling: The Path to Alternate Education

“…Teachers and parents perceive these students as having more mental health challenges than their peers (Hackett et al, 2010); also, these students have a lower self-concept (Banks, Shevlin, & McCoy, 2012). Overall, this suggests that issues with socioemotional development, and particularly the use of poor strategies for managing emotional responses and stress, are important factors in determining which students will be designated as having EBD.…”

“…They may also struggle with diagnosed or undiagnosed mental health problems (Hackett et al, 2010). In either case, they have particular needs that must be addressed by the practices and curricula of the school environment.…”

Cross-Informant Agreement and Stability of the Strengths and Difficulties Questionnaire Among Finnish Mainstream and Special Education Students

“…Thus, depending on a child's age and the various characteristics and types of EBD, different informants may hold discrepant opinions about the presence or absence of problems (Wingenfeld, 2002). However, it is essential to preserve the contributions of multiple informants for accurate and effective assessment and intervention planning (Grikorenko et al, 2010;Hackett et al, 2010;Renk & Phares, 2004;Slemming et al, 2010).…”

“…There is also evidence that many students who exhibit EBD symptoms or are at risk of EBD are not identified and do not receive appropriate support services (Lane et al, 2010;Lewis & Newcomer, 2006;Simpson, Peterson, & Smith, 2011;Vogels, Crone, Hoekstra, & Reijneveld, 2009). Consequently, it is critical that school systems and parents identify these students and meet their social, behavioral, and academic needs in an appropriate and timely fashion (Hackett et al, 2010;Lane et al, 2010;Simpson et al, 2011).…”