To develop positive learning environments, it is important that supporting mental health and wellbeing is a priority. Whole-school programmes are considered an effective way of developing provision in schools; however, poor implementation can limit the impact of such programmes, and there is a lack of clarity about the key factors affecting the…

The changing landscape of higher education and increased prevalence of mental health issues have placed pressure on universities to respond effectively to the needs of an increasingly diverse student body. Whilst higher education institutions provide support services to help students who are encountering difficulties, it often falls to fellow…

The COVID-19 global pandemic continues, and in Hong Kong numerous measures have been put in place to contain the spread of the coronavirus. One of the many facets of life that is being affected is education, with many face-to-face classes suspended and students having to go online for lessons. The virus continues to be active in the city, so our…

The general issue of children's mental health has become a growing concern in the UK in recent decades. There has been a specific concern about the increased stringency and pressure of formal educational assessments with some students reported as, experiencing high levels of test anxiety. This paper investigated a school-based test anxiety…

This paper describes effects on wellbeing as well as logistical difficulties of implementing regular Quiet Time (QT) via Transcendental Meditation (TM) among mainstream secondary school pupils with special educational needs, age 12--16 measured via a pilot Randomised Control Trial (RCT). Participants were recruited from three mainstreams and one…

The beginning of the COVID 19 pandemic in 2020 provided the catalyst for the development of arts based resources to assist teachers and students reengage in learning when schools reopened after lockdowns imposed in New Zealand. This article presents the preliminary findings of a case study research project into an online resource to support…

Research demonstrates that pupils do not always have the necessary social and emotional intelligence to cope with the transition to secondary school successfully. This paper explores a context-specific intervention designed to enhance key social and emotional skills after a secondary school transition. The intervention was designed with reference…

The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. This nested qualitative study follows a previous controlled trial that reported positive outcomes for students participating in the Living Well life skills intervention. The current…

Across different countries, age ranges, and assessment regimes, a high level of test anxiety has been identified as posing a risk to student academic achievement and wellbeing. The present study provides a rigorous systematic review of the international evidence on test anxiety interventions in the period 2011-2018. The present review identifies…

There is a growing expectation that schools have a good understanding of attachment theory and its implications in practice, in order to meet the needs of Looked After Children, and other vulnerable learners. Derbyshire County Council's Attachment Aware Schools programme, now in its fifth year, is meeting this need by providing a substantial…

Transitions are an unavoidable part of life, often conceptualised as 'make it or break it periods'. They are important for personal growth and learning but can also be damaging in terms of our psychological wellbeing. Primary-secondary school transition is no exception and can heavily draw on children's ability to cope. However, support for…

The aim of this study was to examine the impact of an educational innovation, here Personal Development Planning (PDP), on student attitudes to learning when located within tutorial processes across a range of departmental and institutional settings at a single UK university. Departments were purposively chosen in accordance with previously…

The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College's tutorial programme. The…

This article explores the relationship between cross-age peer mentoring and positive life outcomes as defined by the Five Cs: competence, character, confidence, connection, and compassion. Qualified high school juniors and seniors were randomly assigned groups of 4-5 freshmen to mentor through the challenges of transitioning to secondary school.…

Restorative practice (RP) is a behaviour management method that aims to help students develop conflict resolution and aggression management skills. This study aimed to explore the views of teaching professionals about the adoption of RP, as a whole school approach, over a five year period. Five staff (two females, three males) aged between 30 and…