b'Strengths and Difficulties Questionnaire (SDQ)This section covers the data relating to the SDQs a short emotional and behavioural screening questionnaire for children aged 3 to 16. It exists in several versions to meet the needs of researchers, clinicians, and educators and was chosen for this study as it is probably the most widely used measure of its kind globally.The SDQ asks about positive and negative psychological attributes across five scales with a total of 25 items of emotional, behavioural, hyperactivity/inattention, peer and prosocial behaviours. Each psychological attribute is scored based on answers of, Somewhat True Not True and Certainly True providing a score indicating area(s) of difficulty.SDQsBefore and after measureTrusted adults completed, based on observations when working with childrenThe areas of focus are on five types of experiences that children may have:Emotional experiencesBehavioural experiences (Conduct)Behavioural and interaction energy (Hyperactivity)Difficulties when interacting with peers (Peer problems)Positive interactions with peers (Prosocial behaviours)The SDQ is viewed as an industry standard in some areas education, health and social care. The measure is reliable and valid and there are norm tables and indications for clinical supportA short note about the data presented underneath each graphThis data in this report has been presented visually and using percentages with the aim of being plain speaking to different audiences. Underneath each graph, there is a short line of data that looks like this: t(number), pnumber, d=numberThis information has been presented for audiences who need to interpret the graphs according to the statistical tests that were used. The statistics key for those audiences is: t(number) t: t score from the inferential t-test - (number): degrees of freedom, showing how much the data varies within the distribution of scores from the pupil outcome measurement data.The p-value or probability value, is a number that shows how likely it is that the data would have occurred by random chance (i.e. that the null hypothesis is true). The level of statistical significance is usually expressed as a p-value pnumber between 0 and 1. The smaller the p-value the less likely the results occurred by random chance, and the stronger the evidence that the null hypothesis should be rejected. The p-value doesnt say if the null hypothesis is true or false. It only says how likely it is that the data observed (or more extreme data) if the null hypothesis was true.This statistic states the effect size. This is the size of the difference in the mean scores between the before and after (or pre, post) outcome d-number measure scores at the start and end of the Hamish & Milo intervention. An effect size of 0.2 = small effect. An effect size of 0.5 = moderate effect. Finally, an effect size of 0.8 = large effect. So, the greater the d statistic, the larger the effect (or difference between the pre, post scores). There are large effects in some domains and smaller effects in other domains, when pupils engage with the Hamish & Milo programme. More information on Strengths and Difficulties Questionnaire (SDQ) from Youth in Mind youthinmind.com and sdqscore.org26 bath.ac.uk'