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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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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