When is the best time to conduct a first evaluation?

How long will the questionnaires take to complete?

Is there any parental involvement?

Are the measures valid and reliable?

How long will it take to receive the final report?

Will you let us know the names of students at risk?

How much will an evaluation cost our school?

When is the best time to carry out a second or third evaluation?

What duty of care do we owe, as a school, once we have identified vulnerable children?



When is the best time to conduct a first evaluation? (Back to top of page)


Purchase all of your materials as early as possible, to ensure current prices. You can then use your materials at a time that suits you best in 2007 or 2008.

To gain the most from your evaluation, we recommend collecting date after a minimum of eight weeks student contact time. This mean staff will have had the chance to get to know the students they are reporting on.


How long will the questionnaires take to complete? (Back to top of page)


Teaching staff should take 2 to 5 minutes to complete each questionnaire and will generally not have more than 25 to 30 questionnaires to complete in total.

Depending on age and ability, most students will take between 10 and 20 minutes to complete their individual questionnaires. The majority of students should be able to do this at the start of a class with a teacher’s supervision (to ensure answers are not discussed etc).

The younger children will need the most guidance in completing the individual questions. They may need a teacher or other responsible adult to sit with them and assist them in filling in the responses. If this occurs, the helper should make sure that they do not lead the child to choose certain answers. 

Although it is suggested that older students are still led through the questionnaire one page at a time, they should be able to successfully complete all questions on a page once the instructions have been made clear.

Is there any parental involvement?(Back to top of page)


No parental involvement is required however, some schools may need to obtain parental consent to undertake the evaluation. We recommend that you provide parents with an "opt out" option rather than an "opt in" one to ensure maximum participation.


Are the measures valid and reliable?(Back to top of page)


All measures are valid and reliable. All have been researched extensively in peer reviewed published papers. Please see the page on The Wise Solutions measures (click on "WISE Measures") for more information.


How long will it take to receive the final report for the CP? (Back to top of page)


Once we have received your completed data spreadsheet, it will take approximately take 10 working days to analyse all data and produce your final comprehensive report.


Will you let us know the names of students at risk?(Back to top of page)


Yes, we identify all students at risk who require attention for both the CP and the HRP.

If you have ordered the CP, to ensure that we preserve anonymity in the final report we do not include any student names. Rather, we include the names of all vulnerable students in a separate confidential document which we send to a designated contact (e.g. the principal /school psychologist) in a separate document.

If you have ordered the HRP, you will be sent a list of all vulnerable students five working days after receipt of your data.


How much will an evaluation cost our school? (Back to top of page)


Click on the following for the order form and price list in PDF or Word. If you have a request for an evaluation without a specified price, please email or phone and we will provide a personalised quote.


When is the best time to carry out a second or third evaluation?(Back to top of page)


We recommend making evaluation a regular part of your schools curriculum and re-evaluating every six to twelve months. This means that in addition to the specified outcomes listed in this booklet, you can assess the effectiveness of any intervention program or curriculum structure you implement in your school. Although anecdotal evidence is valuable it is often coloured by a desire to see results. Moreover, many psychological problems are often difficult to assess through observation alone and need careful reliable assessment.

A re-evaluation can establish the strengths and weaknesses of a program and allow for tailoring of that program to ensure it is of maximum value to the school. For example, we have often found that the programs established in schools sometimes enhance strengths rather than necessarily tackle weaknesses as they are chosen with the school's most salient values in mind.



What duty of care do we owe, as a school, once we have identified vulnerable children?(Back to top of page)


Having worked in the field of child wellbeing and mental health assessment for many years, I am acutely aware of the need to take action to improve the means by which we assess and assist vulnerable children. However the lack of government information and support addressing mental health issues often leads to uncertainty about identifying vulnerable children in schools. Some schools are reluctant to reliably and accurately identify vulnerable children through concern over the consequences of unearthing problems that then need to be solved. 

The lack of clear government guidelines prevents teachers from ensuring that the best possible steps are taken to address problems identified in the classroom. Where does this leave us? I very much hope that the lobbying of educational departments around Australia will ultimately result in the production of clear “duty of care guidelines for vulnerable children”. In the meantime there remains a need for immediate strategies for schools to adopt. 

Today’s vulnerable children cannot and should not have to wait for the wheels of government to turn. Assessment provides knowledge and knowledge is a necessary prerequisite to ensuring the best possible plans are put into place. For some schools this may mean that every vulnerable child can have time with a clinical professional. For others it may purely alert teachers to underlying problems within the school environment. 

Proactive schools who have taken the step to identify socially and emotionally vulnerable children need to aim to provide these children with the support they need. At the present time such schools can help protect themselves from excessive or inappropriate responsibility by informing their educational department of their needs and goals for change.



Email enquiries@wisesolutions.com.au