Tipping point: The staff wellbeing crisis in higher education

This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Within this paper, our concerns relate specifically to the impact of this culture of performativity on the wellbeing of staff who work in UK higher education institutions

Evaluating the impact of a school-based intervention on the socio-emotional well-being and school performance of pupils in early secondary education

Psychological distress in children and adolescents is increasing and, despite the growing number in need, many are not able to access appropriate and timely support (Thorley, 2016). Schools have great potential for meeting pupils’ emerging mental health needs and can play a central role in the transformation of services; effective, early intervention programmes can improve pupils’ socio-emotional well-being and educational outcomes (e.g. Bonell et al., 2014; Greenberg, 2010). There is a demand for evidence-based models of good practice to improve schools’ existing support and provision (Department of Health (DH), 2013; 2015). The three studies in this thesis describe an ecologically valid evaluation of the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on socio-emotional well-being and school performance. While previous research (e.g. Cassidy, McLaughlin, & Giles, 2014; Ohl, Fox, & Mitchell, 2012) examined Pyramid’s effectiveness with primary-aged children, this research looked at the impact on pupils in early secondary school (11- to 14-years). A mixed methods design was implemented within a critical realist framework to examine intervention effectiveness and procedures and mechanisms underlying behaviour change. Pyramid pupils were matched with a non-intervention comparison group on age, gender, socio-economic status, and English and Mathematics levels. Socio-emotional well-being was measured using objective and subjective measures which included the Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) and the Well-Being Questionnaire (WBQ: New Philanthropy Capital, 2010) at pre- and post-intervention. Subject ability self-concepts and current academic levels (English and Mathematics) were used as subjective and objective measures of school performance respectively at pre- and post-intervention. At 12-month follow-up the objective measures were used to re-examine the dual domains of interest. The perceptions and experiences of Pyramid service users and club leaders were collected through focus groups and thematically analysed. A distinct trajectory of change for the Pyramid group compared to comparison group peers was identified: intervention recipients demonstrated significant improvements in targeted aspects of socio-emotional well-being at short- and longer-term follow-up, showing large effects, and supporting previous conclusions from primary school evaluations. Pupils’ school performance findings indicated that Pyramid had a ‘buffer effect’ on the typical academic ‘dip’ characteristic of this developmental period. Qualitative findings provided confirmatory evidence for Pyramid’s effectiveness and an understanding of procedures and mechanisms underlying behaviour change. Collectively, these new findings have important implications for theory, practice and future evaluation research which are considered in this thesis. The thesis concludes with a proposal for a five-part Pyramid model that is integrated with Health Promoting School (HPS) strategies to support pupils’ socio-emotional well-being, generating ‘real world’ impact on children and young people’s lives

Beyond PhD survival guides: reflections on finding 'joy in the journey'

A plethora of tips, hints and tales of survivor success are readily available to the advice-hungry PhD student. Much attention is given to survival strategies, suggesting the path to success has many trials and tribulations to surmount along the way. Perhaps, a greater emphasis on how to enjoy the richness of the research experience would be a welcome shift in perspective? The PhD community is a diverse one and each student will have their own set of unique challenges and opportunities. Nonetheless, the lived experiences of others may offer some useful insights. In this presentation a recent PhD graduate reflects on how she managed to both survive and find 'joy in the journey'

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

BERA Bites 6 - Researching education & mental health: From ‘Where are we now?’ to ‘What next?’

The world has changed dramatically since these articles first appeared online. As we continue to endure the global pandemic, the urgency of the issues highlighted in this collection on mental health and wellbeing in education has never resonated more profoundly. The mental health and wellbeing of learners and teaching staff rank among some of the most pressing issues facing education in the early 2020s.1 Growing rates of emotional distress among school-aged children, the impact of relentless workloads on teacher wellbeing, and the seismic effects of acute low-level funding and childhood poverty are common concerns. These were some of the critical areas for research attention highlighted at our special interest group’s inaugural conference – Researching Education and Mental Health: Where Are We Now?2 – in July 2019. The event brought together researchers, academics and practitioners from contexts ranging from early years to higher education to discuss worries, consider practical solutions and set a dynamic research agenda moving forward. This edition of BERA Bites presents a collection of papers from the conference, first presented as a special issue of the BERA Blog, 3 and features ground-breaking projects supporting mental health and wellbeing in education as well as showcasing some of the latest studies to emerge, collectively helping to steer the research agenda in this crucial are

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

Championing mental health in schools with Book of Beasties: the mental wellness card game

From September 2020, the new relationships and health curriculum (DfE, 2019) places the onus firmly on schools to promote wellbeing and mental health, and support pupils experiencing difficulties. Interventions that help increase children’s emotional literacy and promote wellbeing are a crucial component of school-based mental health strategies. 'Book of Beasties' is a socio-emotional intervention, delivered by trained school staff to small groups of children. This blog article introduces the innovative 'Book of Beasties - mental wellness card game' and describes a pilot study undertaken for exploratory research and to inform the design of a full evaluation