Research Library

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).

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).

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).

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).

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).

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).

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).

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).

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).