School-based interventions

Jessica received her MA in Biological Sciences and her DPhil in Neurobehavioural Genetics from the University of Oxford (Magdalen College). After completing her post-doctoral research, she moved into scientific editing and publishing, first working for Spandidos Publications (London, UK) and then moving to Nature Publishing Group. Jessica is now a freelance editor and science writer, and started writing for “The Bridge” in December 2017.
Jessica received her MA in Biological Sciences and her DPhil in Neurobehavioural Genetics from the University of Oxford (Magdalen College). After completing her post-doctoral research, she moved into scientific editing and publishing, first working for Spandidos Publications (London, UK) and then moving to Nature Publishing Group. Jessica is now a freelance editor and science writer, and started writing for “The Bridge” in December 2017.

  • Can literacy interventions benefit mental health in children with permanent hearing loss?

    Children with permanent childhood hearing loss (PCHL) seem to be at risk of developing emotional and behaviour difficulties, how can literacy interventions help?

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  • Can ‘FRIENDS’ in school help prevent anxiety?

    Researchers in Norway have assessed whether the FRIENDS programme is best used as a prevention measure or as a treatment approach for anxiety in school-aged children.

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  • Teacher assessments could replace high-stake testing to improve student well-being

    Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.

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  • Cognitive flexibility in OCD: challenging the paradigm

    Data from a new study by Nicole Wolff and colleagues suggest that cognitive flexibility can be better in children with obsessive-compulsive disorder (OCD) than typically developing controls.

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  • The family environment mediates risk of self-harming

    Non-suicidal self-injury (NSSI) constitutes any deliberate physical injury to oneself that is not life-threatening. It is a behaviour that commonly starts during adolescence. Childhood family adversity (CFA) is associated with NSSI, but the risk pathways between CFA and NSSI are unclear.

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  • The early ASD screening debate continues

    The debate about screening and providing early treatment for young children with, or with high likelihood of, autism spectrum disorder (ASD) is ongoing, but limited data are available to support either side of the argument. Now, a systematic review of randomised controlled trials (RCTs) of interventions for children ≤6 years with (or with high likelihood of) ASD has concluded that the available data is currently insufficient to support the argument for early intervention.

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  • Schools need more specialist support

    Schools have a central role in supporting young people with mental health problems, but the level of and type of support available to affected students is unclear. A convenience sample survey of 577 school staff from 341 schools in England has shed light on this issue.

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  • School-based interventions are effective, but are they efficient?

    School-based interventions (SBIs) are effective for preventing and treating common medicopsychological problems and disorders in pupils, according to data from a practitioner review published in the Journal of Child Psychology and Psychiatry.

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  • Teaching about Tics

    A psychoeducational intervention, in the form of a classroom presentation, can enhance the knowledge and attitudes of peers towards their classmates with Tourette syndrome (TS), according to research by Claire Nussey and colleagues.

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  • Barriers to sharing information with schools

    A recent study by Tania Hart and Michelle O’Reilly has found that the exchange of information between Child and Adolescent Mental Health Services (CAMHS) and schools needs improving to sufficiently support the educational needs of young people with emotional mental health difficulties.

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