School nurses: well placed to address challenging behaviour

Author： Kelly Narcie Greaves Colin Buckland Linda Rose Jill

ISSN： 1462-2815

Source： Community Practitioner, Vol.78, Iss.3, 2005-03, pp. : 88-92

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Abstract

This is the third in a series of three papers in Community Practitioner on the development of an innovative nurse-led service to address challenging behaviour in children and prevent their exclusion from schools. This paper presents qualitative research exploring parents', teachers' and children's views of the service. Two school nurses implemented a range of interventions in three Devon schools. These included Solution-Focused Brief Therapy for individual and family work and group and whole-class work on social skills, self-esteem, transition and emotional literacy. Twenty-seven semi-structured interviews were conducted with an opportunity sample of parents, children and teaching staff. Data was analysed using qualitative content analysis. There were clear indications of positive change for children and their families. The data highlighted unique characteristics of school nurses that make them well placed to undertake this kind of work. Specifically, school nurses have local, contextual knowledge, offer good continuity of care and accessibility and can act as a trusted link between home and school. This service model seems to have substantial potential to deliver behavioural/mental health interventions to children and their parents. However, further research is needed to provide generalisable evidence of efficacy and cost-effectiveness.