Building friendships, creating confidence

How a school-based intervention, delivered by students, can have a life-changing effect on children and young people

Evaluating the impact of the Pyramid intervention on the emotional health and school performance of students in early secondary education

Background: Poor mental health in childhood and adolescence is associated with a range of negative outcomes. The unique role of schools to support pupils with psychological difficulties has been increasingly recognized (Layard and Clark, 2014; Fazel et al, 2014). However, gaps in school-based research have provoked a demand for real-world evaluations to provide models of good practice (DH, 2013; Fazel et al, 2014). Pyramid is a targeted, school-based intervention which promotes the socio-emotional well-being (SEWB) of vulnerable pupils. Evidence from primary school evaluations has demonstrated improvements in vulnerable children’s SEWB (Ohl et al 2008, 2012; McKenna et al, 2014). Aim(s): To examine the impact of Pyramid on adolescent pupils (aged 11-13), including secondary effects on school performance. To explore intervention facilitators which bring about change. Methods: The impact of the Pyramid intervention on 45 pupils from six secondary schools was examined through a mixed-methods design. Quantitative measures included cross-informant Strengths and Difficulties Questionnaires (SDQ: Goodman, 1997, 1998). Qualitative data was collected from focus groups. Results: Teacher–rated SDQ results demonstrated improvements in the intervention group’s socio-emotional competencies compared to a comparison group. A thematic analysis of the qualitative data supported the findings and also identified potential causal mechanisms facilitating change. Moreover, secondary outcomes on school performance were elicited. Conclusion: These findings will contribute to ongoing research on a larger cohort and provide preliminary support for Pyramid as a developmentally appropriate model for vulnerable young people in early secondary education. The supplementary impact of Pyramid on school performance warrants further investigation

Pyramid therapeutic activity clubs

This document describes the psychological theories underpinning the Pyramid model of early intervention. Pyramid is a school-based intervention targeted at children aged 7-14 who are shy, quiet, withdrawn, isolated and finding friendships difficult. The model is owned and licensed to schools and other partners by the University of West London

Improving socio-emotional health and school performance for pupils in early secondary education with Pyramid: a school-based, early intervention model.

Title of Abstract: Improving socio-emotional health and school performance for pupils in early secondary education with Pyramid: a school-based, early intervention model. Text of Abstract Background: Psychological distress in children and adolescents is increasing, however, many are not able to access appropriate and timely support. Schools have great potential for meeting pupils' mental health needs; effective, early intervention programmes can improve socio-emotional and educational outcomes and there is a demand for evidence-based models of good practice. Aim(s): To evaluate the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on the socio-emotional well-being (SEWB) and school performance of pupils (11- to 14-years), and to investigate the procedures and mechanisms underlying behaviour change. Methods: A mixed methods design was implemented. A quasi-experiment comprised the quantitative phase. Pyramid pupils (N=66) and a non-intervention comparison group (N=60) were assessed at three time points (baseline, post-test and 12-month follow-up) using measures including the Strengths and Difficulties Questionnaire (Goodman, 1997) and academic progress in English and Mathematics. Focus groups with Pyramid club attendees and group leaders comprised the qualitative phase and data were thematically analysed. Results: Intervention recipients demonstrated significant improvements in targeted aspects of SEWB at short- and longer-term follow-up, showing large effects. School performance findings indicated that Pyramid had a 'buffer effect' on the typical academic 'dip' characteristic of this developmental period. Qualitative findings supported intervention effectiveness and, moreover, identified behaviour change procedures (BCPs) and techniques (BCTs) to facilitate the model's development and diffusion. Conclusion: Findings have important implications for theory and practice. A five-part Pyramid model is proposed to integrate with Health Promoting School strategies to support SEWB and generate 'real world' outcomes

Evaluating impact of the Pyramid socio-emotional intervention: the unique contribution and challenges of research in educational settings

Aim: • To disseminate findings from a recent evaluation of Pyramid’s impact on early secondary-aged pupils’ socio-emotional well-being and school performance • To discuss the contribution and challenges of research in ‘real world’ settings The session will present a recent doctoral research project and identify its contribution to demonstrating the impact of Pyramid clubs in UK schools. The evaluation of secondary school Pyramid club was conducted in the context of growing psychological distress among children and young people and the increasing focus on schools to promote and support their pupils’ socio-emotional well-being. A mixed methods strategy was designed that included both quantitative measures to examine intervention effectiveness, and a qualitative method (focus groups) to capture service users’ experiences and investigate the ‘active ingredients’ of behaviour change. Key findings include support for Pyramid’s effectiveness with an early adolescent population; the emergence of ‘academic enablers’; and specific behaviour change procedures and techniques. Implications of the study are discussed, in particular, the impact on applied practice through Pyramid’s extended five-part model: this can be implemented in schools alongside existing well-being strategies and, crucially, incorporates ‘pupil voice’, enabling young people to help inform the services and policies that affect them. Also included in the session is a consideration of the specific challenges of schoolsbased research and the difficulties associated with implementing demonstrably effective interventions. This will contribute to the ongoing debate on how to successfully navigate research objectives in ‘real world’ settings, exploring strategies for overcoming multiple barriers

Pyramid clubs (leaflet for professionals)

This leaflet describes the Pyramid model of intervention with children aged 7-14. Pyramid is a school-based intervention for children who are showing early signs of mental health difficulties and who internalise their problems. The model is used across the UK by both UWL and its partners in the voluntary and statutory sector