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  • Universal, school-based approaches for depressive symptoms and mental health literacy

    The aim of the Approaches for Well-being and Mental Health Literacy: Research in Education (AWARE) trial was to evaluate two universal, school-based interventions that previously yielded evidence of impact in other countries: Youth Aware of Mental Health (YAM) and The Mental Health and High School Curriculum Guide (The Guide).

    Authors: Deighton, J., Hayes, D., Thompson, A., et al.

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  • Use of technology to support children and young people 'at increased risk' of mental health problems: a systematic scoping review

    This study reviewed digital mental health tools designed for children and young people who may face disadvantage or marginalisation. It found evidence that these tools can help, but highlighted the need for greater attention to accessibility, safety, sustainability and involving young people in their design.

    Authors: Liverpool, S., Potts, C, Huddlestone, L., et al.

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  • Wellbeing While Waiting: effectiveness and implementation of social prescribing for young people awaiting support

    This study explored whether social prescribing could support young people waiting for mental health treatment. It found improvements in some areas, including behavioural difficulties and resilience, but it did not reduce anxiety or depression.

    Authors: Hayes, D., Wright, J., Burton, A., et al.

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  • Cost-effectiveness of school-based interventions for wellbeing and mental health literacy of Year 9 pupils in England

    This recent paper, published as part of the AWARE trial, explores whether two school-based mental health programmes - Youth Aware of Mental Health (YAM) and The Guide - offer value for money.

    Authors: Zhang, K., King, D., Boehnke, J., et al.

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  • Pathways into child and adolescent mental health services for anxiety and depression

    This study explored the role of social and educational factors in CAMHS referral pathways for young people aged 12–17 experiencing anxiety and depression.

    Authors: Yoon, Y., Deighton, J., Wickersham, A., et al.

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  • Associations between school environment and mental health from childhood through early adulthood

    This study explored how experiences of school are linked to mental health from childhood to early adulthood, and the role that genetics and environment may play.

    Authors: Rimfeld, K., Ferdinand, R., Suarez, A., et al.

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  • Fostering reflection: Development and initial evaluation of a mentalization-based genAI simulator for foster care supervisors.

    This study describes the development and evaluates the initial usability and acceptability of a GenAI-based chatbot simulator designed to support reflective functioning among foster care supervisors.

    Authors: Elyoseph, T., Refoua, E., Novis-Deutsch, N., et al.

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  • AI as a practice partner: A feasibility study of MentaClassAI

    This study evaluated MentaClassAI, a conversational LLM tool, for training educators’ mentalizing responses to child dysregulation.

    Authors: Chelouche-Dwek, G., Fonagy, P.

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  • Mentalisation-based treatment in youth at clinical high-risk for psychosis

    Psychoses are among the most severe disorders in children and adolescents, representing the second leading cause of years lost due to disability worldwide.

    Authors: Debbané, M., Nurock, M., Abed-Maillard, S., et al.

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