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Are children with unrecognised psychiatric disorders being excluded from school? A secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007

Published online by Cambridge University Press:  20 December 2018

Claire Parker Open the ORCID record for Claire Parker [Opens in a new window] ,
María Tejerina-Arreal ,
William Henley ,
Robert Goodman ,
Stuart Logan  and
Tamsin Ford
Claire Parker*
Affiliation:
College of Medicine and Health, University of Exeter, Exeter, UK
María Tejerina-Arreal
Affiliation:
College of Medicine and Health, University of Exeter, Exeter, UK Personality, Evaluation and Psychological Treatments Department, Faculty of Psychology, University of Murcia, Murcia, Spain
William Henley
Affiliation:
College of Medicine and Health, University of Exeter, Exeter, UK
Robert Goodman
Affiliation:
Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
Stuart Logan
Affiliation:
College of Medicine and Health, University of Exeter, Exeter, UK
Tamsin Ford
Affiliation:
College of Medicine and Health, University of Exeter, Exeter, UK
*
Author for correspondence: Claire Parker, E-mail: [email protected]
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Abstract

Background

There is limited research that explores the association between exclusion from school and mental health, but it seems intuitively plausible that the recognition of mental difficulties by key teachers and parents would influence the likelihood of exclusion from school.

Methods

A secondary analysis of the British Child and Adolescent Mental Health survey 2004, (n = 7997) and the 2007 follow-up (n = 5326) was conducted. Recognition of difficulty was assessed via a derived variable that combined the first item of the Impact supplement of the Strengths and Difficulties Questionnaire which asked parents and teachers if they thought that the child has difficulties with emotions, behaviour and concentration, and the presence/absence of psychiatric disorder measured by the Development and Well-being Assessment.

Results

Adjusted logistic regression models demonstrated that children with recognised difficulties were more likely to be excluded [adjusted odds ratio (OR) 5.78, confidence interval 3.45–9.64, p < 0.001], but children with unrecognised difficulties [adjusted OR 3.58 (1.46–8.81) p < 0.005] or recognised subclinical difficulties [adjusted OR 3.42 (2.04–5.73) p < 0.001] were also more likely to be excluded than children with no difficulties. Children with conduct disorder and attention deficit hyperactivity disorder were most likely to be excluded compared with other types of disorder.

Conclusion

Exclusion from school may result from a failure to provide timely and effective support rather than a failure to recognise psychopathology.

Keywords

Behaviourchildpsychopathologyrecognitionschool exclusion
Type
Original Articles
Information
Psychological Medicine , Volume 49 , Issue 15 , November 2019 , pp. 2561 - 2572
Copyright
Copyright © Cambridge University Press 2018 

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