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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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  • Do school mental health programmes work better when delivered in full? Findings from two UK trials

    School-based mental health programmes are not always delivered in full. This study used a statistical approach to explore whether completing the programme affected how well it worked.

    Authors: Knowles, C., Thornton, E., Panayiotou, M. et al.

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  • Cumulative risk and adolescent emotional distress: the roles of perceived stress and social support

    This study provides insights into the roles played by perceived stress and social support in the relationship between cumulative risk exposure and emotional distress in young people.

    Authors: Deniz, E., Humphrey, N., Demkowicz, O. et al

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  • Adolescents' experiences of risk and protective factors in relation to mental wellbeing and mental health

    Extensive research exists for risk and protective factors in relation to mental health difficulties during adolescence, but few qualitative studies have been conducted in this area. Qualitative data can add insights into adolescents' perceptions and provide opportunities to observe patterns in their subjective experiences.

    Authors: Eisenstadt, M., Stapley, E., Benedito, M. et al.

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  • Patient experiences of long-term psychodynamic psychotherapy for mood disorders: A naturalistic semistructured interview study

    This study aims to provide a deeper understanding of patient experiences, including perceived therapeutic mechanisms, challenges, and benefits, in long-term psychodynamic psychotherapy.

    Authors: Moser, M., Barrett, A., Luyten, P., et al.

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  • Developing programme theory for a place-based, systems change approach to adolescent mental health: A developmental realist evaluation

    We conducted a developmental, realist-informed evaluation to investigate how and why the Kailo framework functions, for whom and under what circumstances.

    Authors: Allen, K., March, A., Alexandrescu, B., et al.

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  • How do UK secondary schools support young people's wellbeing? Using public involvement to develop a school provision survey

    This study developed and delivered a school provision survey, co-designed with staff and young people using PPI methods, to understand how secondary schools in the #BeeWell programme support wellbeing.

    Authors: Parker, G., Jacob, J. & Deighton, J.

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  • Cost-utility analysis of the Circle of Security-Parenting programme to reduce perinatal psychopathology in birthing parents in England

    This study evaluates the cost-effectiveness of the Circle of Security-Parenting (COS-P) programme within NHS perinatal mental health services. It assesses outcomes for parents, infants and services compared with usual care.

    Authors: Wang, J., Rosan, C., Alyousefi-van Dijk, K., et al.

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  • School-delivered intervention research: Lessons learned from the BLOCS project

    This paper provides guidance for school-based intervention research, adapting an existing framework and using the BLOCS maths study as a case to show methods and address challenges in school settings.

    Authors: McDougal, E., Gilligan-Lee, K. A., Gilmore, C. et al.

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