This WLTSA reserach has investigated whether:
- a pilot pupil referral form helped staff to ‘articulate’ more clearly why they might be concerned about a pupil; and also looked at
- the efficacy of using the Strengths and Difficulties Questionnaire (SDQ) with these pupils in terms of more accurate identification of need, indicating ways forward for the pupil, as a method to measure the impact of additional support and how practical it is to use within a school setting
The summary of the SWOT analysis of the referral form showed a very positive response from all staff who completed the form and all staff agreed that they would like to continue using the form. The SDQ scores for all pupils came out as cause for concern. It did support the findings of the review paper (Humphrey and Wigglesworth, 2016) that teachers can and do make sound judgements about pupils they suspect of some form of SEMH and that only at this stage would the SDQ assessemnt be needed. the results of the SDQ would inform the nature of support and , if relevant, act as a measure of the efficacy of any additional support provided.
The summary report linked above includes link in Annex 2 to several different types of the Strengths and Difficulties Questionnaire (SDQ) such as the ‘One-sided SDQ for parents or teachers of 4-17 year olds’ and the corresponding ‘scoring instructions’.
For those colleagues looking at the topic of mental health and wellbeing more widely the Anna Freud Centre has recently published a toolkit for schools on the subject:
If you have any queries about the WLTSA research do please contact Caroline Bulmer at Queensmill School who coordinates the Research and Development group:firstname.lastname@example.org
We are always looking for more schools to become involved and if you would be keen to take part do please contact Alex Dijkhuis email@example.com