Risk of childhood behavioural problems is increased by factors such as poverty, low educational attainment and housing difficulties, smoking in pregnancy and maternal malaise, as well as low perceived parenting skills [ 1– 4].
Longitudinal studies show that ADHD symptoms and impairment often persist into adult life and are associated with increased risk of antisocial behaviour and substance misuse, 3 poor educational attainment and workplace performance, unemployment, friendship difficulties and social problems.
In contrast to school counseling and guidance in the US and Asia [ 5], UK provision tends to be based around a humanistic, person-centred model of practice [ 6- 8], with a focus on young people's emotional difficulties (rather than educational attainment), and a predominance of one-to-one meetings with a counsellor rather than group therapy.
A substantial body of evidence suggests that young people leaving public care systems are at increased risk for low educational attainment, unemployment, homelessness, physical and mental health difficulties, dependency on public assistance, and involvement with the criminal justice system.
Baseline and annual follow up surveys collected data on numerous characteristics including the child's exposure to traumatic events, symptoms of emotional and behavioral difficulties, cognitive development, and educational attainment.
They are also associated with adult determinants of poor health, such as lower educational attainment, reduced economic participation and earnings, relationship difficulties, financial problems and being in trouble with the law [ 16, 17].
Hence, exposure to trauma and emotional difficulties comprise important barriers to educational attainment for all such vulnerable children, including orphans.
With low educational attainment and high relative levels of mental health difficulties indicated from the research there is likelihood that care leavers will be over-represented in the NEET group.
Furthermore, individual and item differences could be explained substantially by the test-taker's educational attainment, language, and cognitive skill level, and by the item's difficulty and position.
