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Issue Date	Title	Author(s)
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.
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.
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.
11 March 2022	Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial	Allen, K; Hansford, L; Hayes, R; et al.