Lucy Bowes explores a multi-polygenic score approach to identifying individual vulnerabilities associated with the risk of bullying, which suggests that depression, ADHD, risk taking, BMI and intelligence are independently associated with exposure to bullying.
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It’s Spring! Pooky Knightsmith coaxes the Education Elf out of hibernation with a new blog about the recent Education Endowment Foundation report: Putting evidence to work – a school’s guide to implementation.
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Lucinda Powell summarises a recent systematic review about the association between anxiety and poor attendance at school, which suggests links between anxiety and unexcused absences/truancy, and school refusal.
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Tamsin Ford considers a literature review of the scope, scale, and dose of the world’s largest school-based mental health programmes, which suggests that evidence-based programmes have reached millions of children worldwide, but mainly in high income countries.
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Pooky Knightsmith summarises and discusses a brand new report from the McPin Foundation, which presents research priorities for children and young people’s mental health.
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Lucinda Powell considers a recent systematic review of qualitative evidence on stigma related to targeted school-based mental health interventions. The review provides some interesting findings and useful strategies, given the recent UK government announcement that they are backing plans to make specialist mental health provision available in schools.
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This review of the influence of oral health on school performance and school attendance included 18 observational studies and suggests a significant relationship between poor dental health and scchool attendance and performance.
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Lucinda Powell summarises a systematic review of universal resilience-focused interventions targeting child and adolescent mental health in the school setting.
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Neil Humphrey is impressed by the STARS cluster randomised controlled trial published today in Psychological Medicine, which evaluates the effectiveness and cost-effectiveness of the Incredible Years Teacher Classroom Management programme in primary school children.
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Michael Wigelsworth summarises a review by Celene Domitrovich on social-emotional competence, which she describes as an essential factor in promoting positive adjustment and reducing risk in children.
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