that the designated teacher, officer with responsibility for links with mental health services, where the school has one, and other school staff are aware that these issues will continue to affect previously looked-after children, and that the school will need to continue to respond appropriately to their needs. 56. It is important to have a means of regularly measuring the emotional and behavioural difficulties experienced by looked-after and previously looked-after children. Currently, this is often done through the Strengths and Difficulties Questionnaire (SDQ). The SDQ is a clinically validated brief behavioural screening questionnaire for use with 4-17 year-olds or 2-4 year-olds. The SDQ can help social workers and other professionals form a view about a looked-after child’s emotional well-being. It exists in three versions: for parents or carers, teachers and a self-evaluation for children aged 11-17. 57. Looked-after children may benefit from triangulation of the SDQ scores from their carer, teacher and, if they are aged 11 – 17, their self-evaluation to better inform the health assessment and PEP. Designated teachers should put in place robust arrangements to complete their element of the SDQ and engage with the relevant VSH and, where the school has one, the officer responsible for links with mental health services regarding this. Designated teachers should use the results of the SDQ to help inform the child’s PEP. 58. VSH and schools may also wish to use other screening tools. Pages 16 to 18 of the “Improving mental health support for our children and young people" document linked below include examples of this. 59. For previously looked-after children, designated teachers should work with senior leaders in the school, the officer responsible for links with me