Children with school problems--an expanding role for the paediatrician

Abstract

Children with school problems comprise a significant part of the new paediatric morbidity. There is confusion in terminology and it is suggested that instead of attempting to make a diagnosis of doubtful validity and limited clinical utility, paediatricians focus instead on generating an accurate description of the strengths and weaknesses of these children. When placed in the context of a transactional model of aetiology and function, such an individual difference, nondiagnostic, nonlabelling approach facilitates the development of appropriate intervention strategies, as well as creating a suitable framework for interdisciplinary communication. It is suggested that such a broad based approach to the assessment and management of children with school problems allows the paediatrician to play an important role in enabling these children to fulfil their potential.