condition, such as asthma or epilepsy, is effectively managed by medication, there may still be secondary effects, or treatment may lead to occasional side effects, which may in turn influence the child's ability to participate fully in classroom activities.

2:49.   Other children may be receiving treatment for diseases, such as childhood cancers, which will periodically affect their ability to participate fully in the school's curriculum and other arrangements, and which may necessitate periods of time away from school.  Children with identified medical needs will not necessarily have an associated learning difficulty, but the consequences of their illness or condition (often associated with parental anxiety) may lead to future difficulties if there is not close collaboration between the school, the relevant child health services, and parents.  Parents should always be fully involved and should be asked to give their consent to consultation with relevant health professionals.

2:50   Children's progress may also be affected by emotional and behavioral difficulties.  In some instances these may be related to periods of depression (which may be short-term and related to illness of the child or within the family) or other mental health problems.  Schools may also identify children or young people who are showing signs of eating disorders such as anorexia or bulimia.  Children may also be affected by peer relationships such as bullying or difficulties in establishing personal relationships.  These may be associated with a range of emotional and social difficulties and have a potentially serious effect on the child's future health, development and education.  Schools should ensure that their own pastoral care arrangements allow children and young people to discuss any health-related and other problems with a relevant health professional, educational psychologist, education welfare officer (see Glossary) or other professional, and that the school and family liaise in providing maximum support for the child.

2:51.   The head teacher, consulting the SEN coordinator, should ensure the confidentiality and effectiveness of systems operated by the school for:

keeping any medical information and reports on children with special educational needs

drawing together further information that may be available from, for example:

general practitioners
the school health service
health visitors
community nursing services
community paediatricians
child and adolescent mental health services
hospital children's departments
physiotherapy or speech and language therapy services

the transfer of relevant medical information between phases

ensuring, through cooperation with health professionals, the elimination of underlying medical causes as a possible explanation for observable learning and behavioural difficulties

identifying early signs of depression, abnormal eating behaviour, and substance misuse.