Alice Potter summarises a narrative review and multi-level theoretical framework of mechanisms of action on how leisure activities affect health.
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Laura Culshaw reviews a recent qualitative study on the experiences of mental health professionals supporting frontline health and social care workers during the COVID-19 pandemic.
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Tayla McCloud reviews a recent paper which finds that imposter syndrome might be at the heart of both poor wellbeing and high stress levels in PhD students.
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Helen Dodd summarises a recent rapid review of the impact of quarantine and restricted environments on children’s play and health outcomes.
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Julia Badger summarises a review on the effectiveness of interventions adopting a whole-school approach to enhancing social and emotional development. She finds that the evidence supports this approach, but implementing it in schools is not always straightforward.
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Nikki Nabavi writes her debut blog on a recent study, which used an online survey to ask medical students from London, Sheffield, Hull and York about their wellbeing, burnout and exhaustion.
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Lorna Collins writes her debut elf blog on a recent mixed-methods systematic review, which asks: How do people with eating disorders experience the stigma associated with their condition?
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Rachel Symons summarises a qualitative study on teachers’ aspirations, needs and opinions regarding student mental health support in secondary schools.
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My grandfather had a nearly religious conviction of the value of physical activity. No weekend was complete without a strenuous bout of outdoor exercise, regardless of the weather. New England gets cold and damp, and his five children would prepare themselves for winter excursions with some reluctance. ‘Healthy body, healthy mind!’ my grandfather would say, exhorting them [read the full story…]
The impact of poor behaviour in schools can have wide-ranging detrimental affects on learning, wellbeing and social development. School-Wide Positive Behavioral Interventions and Supports (SWPBIS or PBIS), originally created by Horner and Sugai (2006), is a whole-school behaviour intervention program. It has been widely implemented in more than 16,000 schools across the United States, with [read the full story…]
