TABLE 1.

Participant demographics at baseline (Pre‐COVID) (n = 142)

	Percentage
Socio‐economic indicators
WIMD quintiles (two most deprived categories)	49
Income (less than £20,000 pa)	37
Families including a keyworker	48
Parental education
No formal educational qualification	11
O‐levels/General Certificate of Secondary Education (GCSEs)	33
A‐levels/Higher	24
University degree	17
Higher or postgraduate degree	16
Ethnicity
White British	83
Other European	1
African	1
Asian	2
British/European	4
British/Asian	2
British/Caribbean	1
British/Turkish	1
Other	5
Child adversity
Physical abuse present	49
Parental separation	23
Parental mental health problems	43
Parental incarceration	2
Child adversity sum (≥1)	66
Support
Social services involvement	28
CAMHS involvement	8
Extra school support for SEN	60
Teacher‐reported SDQ*
SDQ total, mean (SD)	17.17 (6.27)
% high/very high	64
SDQ internalising, mean (SD)	5.96 (3.51)
% high/very high	16
SDQ externalising, mean (SD)	11.18 (4.32)
% high/very high	53

Abbreviations: SDQ, Strengths and Difficulties Questionnaire; SEN, special educational needs; WIMD, Welsh Index of Multiple Deprivation.

*Significant correlations between teacher‐reported and parent‐reported internalising difficulties (r = 0.185, p < 0.05) and externalising difficulties (r = 0.275, p < 0.001) at Time 1 (time of referral). Higher parent–teacher agreement for externalising compared to internalising difficulties is commonly reported (Cheng et al., 2018).