2 August 2020 | Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD | May, F; Ford, T; Janssens, A; et al. |
7 April 2021 | Update to the effectiveness and cost-effectiveness of a mindfulness training programme in schools compared with normal school provision (MYRIAD): study protocol for a randomised controlled trial | Montero-Marin, J; Nuthall, E; Byford, S; et al. |
20 April 2021 | Codesign and development of a primary school based pathway for child anxiety screening and intervention delivery: a protocol, mixed-methods feasibility study | Williamson, V; Larkin, M; Reardon, T; 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. |
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. |
13 September 2018 | A systematic review of effectiveness and cost-effectiveness of school-based identification of children and young people at risk of, or currently experiencing mental health difficulties | Anderson, JK; Ford, T; Soneson, E; et al. |
21 February 2020 | Drawing a line in the sand: affect and testimony in autism assessment teams in the UK | Hayes, J; Ford, T; McCabe, R; et al. |
22 August 2019 | Clinical and cost-effectiveness of teen online problem-solving for adolescents who have survived an acquired brain injury in the UK: Protocol for a randomised, controlled feasibility study (TOPS-UK) | Limond, J; Wade, SL; Vickery, PJ; 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. |
18 October 2018 | Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods | Moore, D; Russell, A; Matthews, J; et al. |