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School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic... Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school. This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered school-aged children, and if validated diagnostic measures had been used to assess psychopathology. Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55–2.33) to 45.6 (95% CI: 3.8–21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Emotional & Behavioural Difficulties Taylor & Francis

School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review

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References (63)

Publisher
Taylor & Francis
Copyright
© 2014 SEBDA
ISSN
1741-2692
eISSN
1363-2752
DOI
10.1080/13632752.2014.945741
Publisher site
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Abstract

Childhood psychiatric disorders are associated with a wide range of adverse outcomes including poor academic attainment. For some children these difficulties are recognised through school Special Educational Need procedures (SEN) but many others may remain unidentified and/or unsupported. In Britain, government data suggests disproportionate representation of children with a SEN among children permanently excluded from school. This review asks whether school-aged children with impairing psychopathology were more likely to be excluded from school than those without. Databases covering education, social sciences, psychology and medicine were searched, experts were contacted and bibliographies of key papers were hand-searched. Studies were included if the population covered school-aged children, and if validated diagnostic measures had been used to assess psychopathology. Children with impairing psychopathology had greater odds of exclusion compared to the rest of the school-age population: odds ratios range from 1.13 (95% CI: 0.55–2.33) to 45.6 (95% CI: 3.8–21.3). These findings however need to be considered in light of the paucity of the literature and methodological weaknesses discussed.

Journal

Emotional & Behavioural Difficulties – Taylor & Francis

Published: Jul 3, 2015

Keywords: exclusion; suspension; mental health; psychopathology; systematic-review

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