The findings, which were outlined in a presentation at the National Children and Adult Services Conference last month, show that the standard approach to conducting assessments of children who require additional assistance is yet to become entrenched in schools.
But in schools that do use CAF effectively, researchers found staff have a better understanding of children's services and improved relationships with young people.
Malcolm Trobe, policy director at the Association of Schools and Colleges, said schools are eager to implement CAF, but face problems engaging other services.
"One of the difficulties is getting all the parties together to make their contribution," he explained. "It can be a bureaucratic nightmare for schools."
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