Case Study 6: Evaluating a multi-disciplinary children’s referral service: HeadStart Kernow’s Bloom modelDownload the case study
In this case study we do not outline the findings of the evaluation work; these can be found by following the links at the end. Instead, this report outlines the challenges associated with an evaluation of Bloom, the process that HeadStart Kernow developed and implemented, and the key learning gained from undertaking this work (2022).
Case Study 5: Making best use of pupil mental health and wellbeing dataDownload the case study
Cross-partnership case study looking at the ways schools have used WMF data to change their practice (2021).
Case Study 4: Engaging children and young people meaningfully in evaluation and research: learning from HeadStartDownload the case study
From a review of the diverse work to engage children and young people in evaluation that has taken place in the six HeadStart Partnerships, it has been possible to identify key challenges and practices that have helped overcome them (2020).
Case study 3: Informing system and cultural change in emotional and mental health using the Wellbeing Measurement Framework survey resultsDownload the case study
This case study looks at how HeadStart Kernow raised awareness of the WMF and began to embed the use of WMF data across the system. Challenges they encountered include limited awareness of WMF and its potential locally, and issues around the accessibility of the data (2019).
Case study 2: Reporting on young people's progress on intervention: Developing an intervention outcome reportDownload the case study
Headstart Newham provide school and community based interventions for young people with emerging mental health needs. The service collects pre and post intervention surveys to measure young people’s self-rated mental health as well as key risk and protective factors for mental health outcomes. HeadStart Newham worked to develop a user friendly report for schools and community providers to see the progress of their young people following interventions (2019).
Case study 1: Using surveys to measure wellbeing in schools: How to get a good response rateDownload the case study
HeadStart areas have been successful in collecting a huge volume of data about student wellbeing using questionnaires. This is key to our aim to build evidence about what works and what doesn’t, and to share learning to benefit young people in future. Achieving this is no mean feat. This case study shares our learning about how to get a good response rate when using surveys to measure wellbeing in schools (2018).
Apps targeting anorexia nervosa in young people: a systematic review of active ingredientsDownload the open access paper
The aim of this review was to systematically identify the behavioural change techniques (BCTs) underpinning anorexia nervosa apps for young people. BCTs refer to the “common language” used by researchers to determine the triggers of behaviour change. Authors: Chiang, CP., Hayes, D., Panagiotopoulou, E. (2023).
The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature reviewDownload the open access paper
Universal help-seeking interventions in schools to support young people’s mental health have been widely used, but we know little about their initial impact and longer term follow-up. This systematic literature review aims to explore the impact of these types of programmes across different help-seeking constructs. Authors: Hayes, D., Mansfield, R., Mason, C., Santos, J., Moore, A., Boehnke, J., Ashworth, E., Moltrecht, B., Humphrey, N., Stallard, P., Patalay, P., & Deighton, J. (2023).
Assessing the readability of the self-reported strengths and difficulties questionnaireDownload the open access paper
The findings suggest a need for caution in using the strengths and difficulties questionnaire as a self-report measure for children below the age of 13, and highlight considerations of readability in measure development, selection and interpretation. Authors: Patalay, P., Hayes, D., & Wolpert, M. (2018).