Julia Badger summarises a study which found that primary aged school children had different reasons for attending counselling to secondary school children.
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Rachel Symons summarises a practitioner review looking at the effectiveness of indicated school‐based interventions for adolescents, which finds a positive impact on both depression and anxiety, but little evidence of long-term benefit.
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André Tomlin presents the recent series of #EmergingMinds webinars on how we can best support the mental health of children and young people during the coronavirus pandemic. These free online events brought together experts in the field to answer the questions of parents, carers, practitioners and educators.
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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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Rachel Symons summarises the Progress 8 accountability measure and why it’s important to consider school and pupil background when interpreting exam results.
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Jude Smit writes her debut elf blog on a recent research study which looks at the incidence of suicide in university students in England and Wales, and concludes that we need a whole university approach to mental health.
Readers interested in more on student mental health should follow #smartenconf19 on Twitter for updates from the SMaRteN Network Student Mental Health Conference in Cambridge.
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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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Alison Tonkin writes her debut elf blog on the WAVES study: a cluster randomised controlled trial looking at the effectiveness of a childhood obesity prevention programme delivered through schools, targeting 6 and 7 year olds.
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Pooky Knightsmith looks at the Education Endowment Foundation report on Teacher Observation, which concludes that structured lesson observation programmes have no benefits above existing programmes of peer observation.
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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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