Personal education plans (PEPs) guidance

  1. Overview
  2. The PEP process
  3. Log in to the Lancashire PEP
  4. PEP meetings
  5. Quality assurance of PEPs
  6. Collecting the child or young person's voice
  7. Emotional health and wellbeing
  8. Strengths and difficulties questionnaire (SDQ)
  1. Target setting
  2. Transitions
  3. PEP checklist
  4. Exemplar PEPs
  5. Previously looked after children and children with a social worker
  6. Help and advice
  7. Videos

8. Strengths and difficulties questionnaire (SDQ)

The strengths and difficulties questionnaire (SDQ) is a brief behavioural screening questionnaire.

Local authorities are required to use the SDQ to assess the emotional wellbeing of individual children looked after (CLA) aged 4-16.

Understanding the emotional and behavioural needs of CLA is important so that the relevant support can be put in place and children are given the opportunity to achieve their full potential.

SDQ scales

All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

  1. emotional symptoms
  2. conduct problems
  3. hyperactivity/inattention
  4. peer relationship problems
  5. pro-social behaviour

Score bands

Total difficulties score is:

  • 0-13 - normal
  • 14-16 - borderline
  • 17-40 - cause for concern

Why we should we complete an SDQ

It is important to routinely assess the emotional wellbeing of CLA. Based on national research, here are some of the reasons why it is important:

  • Children looked after have a higher prevalence of emotional and behavioural issues arising from neglect and abuse.
  • Children looked after are more likely to develop mental health problems and require provision from CAMHS/Full Circle.
  • Children looked after often experience attachment difficulties and require therapeutic support.

How the SDQ can be used

The completed SDQ can be used to:

  • inform statutory health assessments completed by the NHS
  • inform whether the child/young person needs a referral into CAMHS/Full Circle
  • evaluate progress against emotional wellbeing outcomes as part of the overall health needs of children looked after
  • give commissioners of services a better understanding of the emotional wellbeing needs of the children looked after
Page 8 of 15