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  • HeadStart evidence briefing 12: Changes in perceived social support during early adolescence

    Briefing drawing on pre-pandemic quantitative survey data, looking at the association between supportive relationships at school and mental health and well-being (most of our other coronavirus-related resources have focused on support from partnerships or families). Authors: Bear, H., Yoon, Y., Stock, S. Garland, L., Deighton, J. (2021).

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  • HeadStart evidence briefing 11: Does a brief, school-based intervention aimed at building resilience help children with emerging mental health difficulties?

    Summative evidence briefing on the Bounce Back intervention, delivered in HeadStart Newham. Looking at promising impact of the intervention. Authors: Humphrey, N., Panayiotou, M. (2021).

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  • HeadStart evidence briefing 10: Delivery of the HeadStart programme during the coronavirus pandemic: HeadStart staff perspectives

    The aim of this study was to explore the perspectives of staff members working at the HeadStart partnerships on HeadStart delivery during the pandemic. Authors: Stapley, E., Stock, S., O'Neill, A., Deighton, J. (2021).

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  • HeadStart evidence briefing 8: Does cross-age peer mentoring help young people with emerging mental health difficulties?

    This study aimed to evaluate More than Mentors (MtM), which is a targeted intervention run in schools by HeadStart Newham. Authors: Panayiotou, M., Ville, E., Poole, L., Gill, V., Humphrey, N. (2020).

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  • HeadStart evidence briefing 7: The mental health and wellbeing of adolescent boys and girls

    In this report, we aimed to a) establish whether mental health problems in young people are increasing, decreasing or staying the same over time; b) see whether there are any emerging developmental changes in mental health problems and subjective wellbeing during this period; c) explore any gender differences in the mental health problems and subjective wellbeing. Authors: Deighton, J., Yoon,Y., Garland, L. (2020).

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  • HeadStart evidence briefing 6: Shining a light on risk and protective factors: young people’s experiences

    This briefing reports the findings from two qualitative studies conducted as part of the HeadStart Learning Programme (national evaluation). Authors: Stapley, E., Eisenstadt, M., Demkowicz, O., Garland, L., Stock, S., Deighton, J. (2020).

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  • HeadStart evidence briefing 5: Whole school approaches to promoting mental health: what does the evidence say?

    This briefing is about using a whole school approach to promote mental health. Such approaches are a characteristic feature of HeadStart and are also encouraged in advice published by the Department for Education. Authors: Demkowicz, O., Humphrey, N. (2019).

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  • HeadStart evidence briefing 4: Does social action help young people with emerging mental health issues?

    This study aimed to evaluate Team Social Action (TSA), which is a targeted intervention run in schools by Headstart Newham. Strand 1 employed a waitlist randomised controlled trial (RCT) and strand 2 involved qualitative interviews with pupils and staff, to evaluate whether TSA had a positive and significant impact on young people’s wellbeing, school connection, and peer support. Authors: Gill, V., Panayiotou, M., Demkowicz, O., Humphrey, N. (2019).

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  • HeadStart evidence briefing 3: The relationship between mental health and school attainment, attendance and exclusions in young people aged 11 to 14

    Public facing summary of ‘Mental health and academic outputs’ looks at the relationship between mental health, attainment and attendance, using baseline data (2019). Authors: Lereya, T., Deighton, J. (2019).

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