determine if differences in emotional difficulties, total difficulties and impact scores predict differences in academic attainment and if intervention at The Place2Be bridged this gap.

Purpose of Study Problems often disrupt the learning and concentration of children. House and Hayes (2002) argue that counsellors play a key role in minimizing barriers and helping all students to achieve success. The objective of this comparative study is to verify whether primary-aged students do better in school assessments after attending one-to-one counselling. The aim is to provide a systematic, replicable, and statistical evaluation of the effects of school-based counselling on school attainment at The Place2Be and generalise findings to the wider population. IZ 2022 The hypothesis is that counselling helps students feel better and as a result improve performance on school assessment. This study examines the relationship between the emotional difficulties1 and total difficulties’ scores in pre and post-intervention to the success on school attainment. It investigates whether improvements in emotional difficulties’ scores, total difficulties and impact scores predict improvement (or otherwise) in academic attainment scores, mainly reading, writing and maths. 1 Important variables in this study are mark with italics. CONT.. OF EXAMPLE IZ 2022 EXAMPLE FROM FINDINGS CHAPTER 4.1 Major findings The objective of this study was to determine if differences in emotional difficulties, total difficulties and impact scores predict differences in academic attainment and if intervention at The Place2Be bridged this gap. It was discovered that although students improved in difficulties after intervention, this improvement did not predict the improvement in performance. However, regression analysis showed that variation explained by SEN, classroom interference and FSM on writing scores decreased slightly after intervention.