I will give you an example of an idea that I think could be broached in many schools.
Children who do not have confidence and a strong sense of identity are more prone to either becoming followers in an attempt to fit in, or bullies in an attempt to feel powerful. Rather than dealing with these problems reactively, it seems to me that it would make more sense to actively try and find as many areas of strengths for each child in the school as possible. This can partially be addressed through extra-curricular clubs, as well as the classroom and specialty teachers noticing what the child is good at and communicating with each other. Parents are also a valuable resource. (What interests does their child have outside of school that we could major on? What about kids whose parents cannot think of anything they are good at? How do we find those areas?) Those that do playground supervision also may have valuable ideas to contribute from what they have observed. (Does the child have people they hang around with? What kinds of things do they like to do at recess? Are they a leader or a follower? Are they drawn to certain activities?)
However, there needs to be someone who is ultimately responsible for taking on certain kids, and putting all the information together. Someone who could notice what the child enjoys (eg are they always drawing during class) or naturally do well (do they seem to be a child who likes order? Perhaps they could work in the office during recess. Are they good with hands on skills? maybe they could have the opportunity to work with a maintenance person when they get done work early. Do they naturally look out for other classmates? Perhaps we can develop mentorship skills between younger and older children.) I would argue that putting someone in a position of gathering and disseminating information about the child between home, various teachers, extra-curricular leaders, and administration would reduce negative office incidents, increase the child's academic success, and ameliorate home/school relationships.
If children do not have help in identifying these areas, often their sense of identity is built around negative behaviour or trying to be the same as a group of people. This can result in many people's time being used in resolving these conflicts, a general environment of negative peer pressure, or families choosing to move their children to another school. Rather than waiting until we see signs of danger, or the child frequently getting into trouble, we should be looking around Grade 3 or 4 for what we can help them to become involved in.
Many children are facing difficult circumstances in their lives, which have resulted in frequent trips to counsellors, difficulties in paying attention in class, restlessness or aggression, and feeling alienated and alone. A counsellor coming to visit once a week really does not have enough involvement to change the child's daily life to a larger extent than allowing them to vent some of their frustration and give them some one on one time.
By involving children in activities that boost their confidence, increase their skills and concentration, and experience success, I believe that much more is accomplished at a much lower cost to the school. The distraction of developing other skills has great power to help the child take their mind of their problems. The skills developed to achieve success in one area also usually bleed over into academic areas through having more confidence to risk trying something new, and transferring the strategies for attacking a problem in a pursuit they enjoy to a pursuit they have experienced problems with. This also makes for a more teachable child who is willing to ask questions, thereby affecting the whole classroom environment.
Therefore, my recommendations would be:
1) Funnel funding into the development of extra-curricular activities that address a wide variety of interests, rather than focussing on more counsellors, psychologists, and specialists.
2) Utilize staff members' unique abilities to get the most students involved possible. This involves the administration getting to know their staff well enough to know what they have to offer. A good side benefit is that staff members who are doing what they feel passionate about will be reenergized, rather than drained by extra involvement and will have a lot more insight into students within the student body. Students also listen more receptively to adults that they have a relationship with.
3) Hire a staff member to look out for students who especially need stronger relationships to adults within the school and who are low on confidence. Have them act as a "matchmaker" between the child and other staff members, or the child and his/her parents, as well as between the parents and staff members and the parents and the school. They will also need to be someone who can give input to the administrators about the dynamics within the school they are seeing, as well as collect data for how students are doing academically and behaviourally at school.
How would I present this to a sensor in such a way that they would be receptive to considering the possibilities? I would think succinct is better (maybe point form), briefly discussed verbally and followed up in writing, with specific examples of children referenced so there is a concrete way to visualize the results.