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. 2010 May;19(2):94-9.

Teacher perceived mental and learning problems of children referred to a school mental health service

Mandy Little  1 , John D McLennan
Affiliations

Teacher perceived mental and learning problems of children referred to a school mental health service

Mandy Little et al. J Can Acad Child Adolesc Psychiatry. 2010 May.

Abstract
in English, French

Objective: Delivering mental health services to children and their families through schools has many potential advantages. However, little is known about the characteristics of children referred to such services. This study aimed to determine the pattern of mental health and learning difficulties of children referred to one school mental health service.

Methods: An identity stripped administrative database of all new referrals (n=353) to a school mental health program in southern Alberta between September 2006 and June 2009 was used. Teacher Strengths and Difficulties Questionnaire responses and questions about learning and other developmental problems were included.

Results: Hyperactivity-inattention was the most prevalent mental health concern, and spelling was the most common learning concern. Higher rates of hyperactivity-inattention concerns and pro-social deficits were observed for boys and more emotional problems were observed for girls. Hyperactivity-inattention was higher at lower grades. Hyperactivity-inattention and conduct problems were often comorbid as were several learning problems.

Conclusion: Understanding the typical patterns of concerns among referrals to school mental health services may guide the prioritization of assessment and intervention approaches within these programs. Findings suggest assessments and interventions for ADHD and other disruptive behaviours should be prioritized, as well as the provision of cognitive and academic testing.

Objectif:: La prestation de services de santé mentale aux enfants et à leur famille dans un contexte scolaire présente de nombreux avantages. Toutefois, on dispose de peu d’informations sur les caractéristiques des enfants référés à un service scolaire de santé mentale. Cette étude présente le schéma mental et les difficultés d’apprentissage des enfants référés à un service scolaire de santé mentale.

Méthodologie:: Utilisation de la base de données (anonyme) de 353 sujets référés au programme de santé mentale d’une école du sud de l’Alberta, de septembre 2006 à juin 2009. Les réponses au Teacher Strengths and Difficulties Questionnaire et aux questions sur les problèmes d’apprentissage et de comportement ont été incluses.

Résultats:: L’hyperactivité/inattention était le principal problème de santé mentale, et l’orthographe la principale difficulté d’apprentissage. Les garçons présentaient davantage de symptômes d’hyperactivité/inattention et de difficultés de socialisation que les filles qui, elles, avaient davantage de problèmes émotionnels. L’hyperactivité/inattention était plus marquée dans les petites classes. Les comorbidités les plus fréquentes étaient les troubles de conduite et les troubles d’apprentissage divers.

Conclusion:: Comprendre le type de difficultés rencontrées chez les enfants référés à des services scolaires de santé mentale aide à prioriser les techniques d’évaluation et d’intervention proposées. Il convient de prioriser l’évaluation et le traitement du TDAH et des autres troubles du comportement, de faire passer des tests cognitifs et de vérifier les connaissances scolaires des enfants.

Keywords: child mental disorders; health services; learning disabilities; school-based services.

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