For background: DD is currently in yr5 at middle school. She is diagnosed with AuDHD, plus is also hypermobile which causes a number of practical issues relating to dexterity and pain. In a school environment, amongst other things, she struggles with noise and the boisterousness of other DCs (we have had CAMHS involvement this year to help manage her anxiety, which largely centred around sensory overload in and around the classroom from this sort of behaviour) and maintaining focus when there is noise and disruption. She also has really struggled with the more shouty, group-punishment style of behaviour management, often coming home as a ball of anxiety, worried that she will be awarded negative behaviour points as a result of poor class behaviour from a significant minority (this has never happened to DD, but has happened in other classes, is regularly threatened and causes DD to be on tenterhooks for days waiting to find out if there will be a punishment). She is very noise-sensitive, and the teachers shouting frightens her. A bit Hermione-esque, getting told off by a teacher, doing badly, getting a detention or negative behaviour point is A Huge Deal to DD, and even more upsetting when it is unjustly given. She's had one of these (which was overzealous and unfairly given IMO, but was at the start of the year when the school didn't know the students and was in that phase of asserting authority/setting standards & expectations so 50/50 blame was apportioned and punished accordingly), which caused nightly meltdowns for a week accompanied by an extreme reluctance to go to school for quite some time afterwards - understandably, we have all been keen to not have a repeat!
However, for the large part, she has transitioned to middle school well this year, having benefitted from a wider pool of DCs to make friends within, Secondary-style facilities, subject specialist teaching and the 5-form entry allowing them to be streamed for English and maths (allowing classes to be grouped closely by both needs and ability). Academically and socially it has been fantastic and she has made huge progress in both these areas.
She is currently doing her transition days to yr6. The school have shuffled up the form groups, and DD has been placed with both a form tutor she likes and her best friend (great!) as well as one other (male) friend. However, she came home yesterday extremely upset because her form has only 6 girls out of 26 DCs, and a huge number of the boys are those known to be disruptive/constantly in detention/have a very high number of behaviour points. She is very worried the class will be forever shouted at and in trouble. I'm concerned she will struggle to focus in this environment and her attainment will slip again, having finally seen her starting to meet her potential following diagnosis and the accompanying support she has received (she went from above expectations to below in a couple of years before her Dx, so I've seen how quickly things can slip), as well as it affecting her MH.
Do I voice my concerns at this point about the imbalance in the class and the effect such a large number of disruptive DCs is going to have on DD, or wait it out until I have solid examples of problems come September? I'm worried if I leave it we risk a return to high anxiety levels and a reluctance to go in that is bordering on school refusal. She will be stressing obsessively about this all Summer. The near 4 to 1 boy/girl ratio is quite alarming by itself, so I don't think she's being unreasonable or prematurely worrying. If I contact the school, who is best to speak to? HoY, current form tutor, new form tutor, or the SEND dept?