| 16 December 2019 | Improving Behaviour in Schools: Evidence Review | Moore, D; Benham-Clarke, S; Kenchington, R; et al. |
| 11 July 2019 | Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils | Allen, KL; Hansford, L; Hayes, R; et al. |
| 2 August 2020 | Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD | May, F; Ford, T; Janssens, A; et al. |
| 21 April 2020 | Teachers' concerns about pupils' mental health in a cross‐sectional survey of a population sample of British schoolchildren | Mathews, F; Newlove-Delgado, T; Finning, K; et al. |
| 5 July 2020 | What issues bring primary school children to counselling? A service evaluation of presenting issues across 291 schools working with Place2Be | Toth, K; Samad, L; Golden, S; et al. |
| 26 March 2021 | The longitudinal relationship between child emotional disorder and parental mental health in the British Child and Adolescent Mental Health surveys 1999 and 2004 | Wilkinson, K; Ball, S; Mitchell, SB; et al. |
| 7 June 2019 | Improving Behaviour in Schools: Guidance Report | Rhodes, I; Long, M; Moore, D; et al. |
| 29 January 2019 | An approach to linking education, social care and electronic health records for children and young people in South London: A linkage study of child and adolescent mental health service data | Downs, JM; Ford, T; Stewart, R; et al. |
| 31 October 2016 | Predictors of multiple treatment failure of antipsychotics in early-onset psychosis | Pina-Camacho, L; Dean, H; Lechler, S; et al. |
| 16 February 2022 | Synthesising the existing evidence for non-pharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol | Russell, AE; Moore, D; Sanders, A; et al. |
