Access to primary school-based indicated prevention for social, emotional and behavioural difficulties: a mixed methods study of predictive child and school characteristics

Objective: Various child- and school-related factors impact whether school-based psychosocial (preventive) intervention strategies facilitate access to support for children with social, emotional, and behavioural difficulties (SEBDs). This study’s aim was to understand which children get access to preventive intervention for SEBDs, which child- and school-level factors predict access, and what possible explanations may be for these factors’ predictive value.Method: In a sequential mixed-methods study, we analysed case data (n = 3719) of an indicated prevention strategy implemented in 43 Dutch primary schools and conducted a focus group interview with involved practitioners, who supported pupils with identified SEBDs within the school setting.Results: Of all pupils for whom the practitioners were contacted, pupils identified as having social difficulties in particular accessed the intervention. Pupils’ age, gender, cultural background, and registration initiator (i.e. who initiated the support) affected the likelihood that pupils identified with emotional or behavioural difficulties would access intervention, reportedly reflecting differences in perception and assessment by parents, school staff, and practitioners. School board policies predicted access for pupils identified with defiant/aggressive behavioural difficulties, according to practitioners, because of differences in teacher competences.Discussion: Implications for practice include investing in family-school engagement and monitoring to optimise school-based indicated prevention.