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Making the Most Out of School-Based Prevention: Lessons from the Social and Emotional Aspects of Learning (SEAL) Programme
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Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael – Emotional & Behavioural Difficulties, 2013
This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship…
Descriptors: Foreign Countries, Prevention, Mental Health Programs, Social Development
The Role of School and Individual Differences in the Academic Attainment of Learners with Special Educational Needs and Disabilities: A Multi-Level Analysis
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Humphrey, Neil; Wigelsworth, Michael; Barlow, Alexandra; Squires, Garry – International Journal of Inclusive Education, 2013
Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights…
Descriptors: Foreign Countries, Special Needs Students, Educational Attainment, Inclusion
Embedding Mental Health Support in Schools: Learning from the Targeted Mental Health in Schools (TaMHS) National Evaluation
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Wolpert, Miranda; Humphrey, Neil; Belsky, Jay; Deighton, Jessica – Emotional & Behavioural Difficulties, 2013
The Targeted Mental Health in Schools (TaMHS) programme was a nationwide initiative that funded mental health provision in schools for pupils at risk of or already experiencing mental health problems. The implementation, impact and experience of this programme was evaluated using quantitative and qualitative methodology involving three main…
Descriptors: Foreign Countries, Mental Health Programs, School Health Services, National Programs
The Identification of Special Educational Needs and the Month of Birth: Differential Effects of Category of Need and Level of Assessment
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Squires, Garry; Humphrey, Neil; Barlow, Alexandra; Wigelsworth, Michael – European Journal of Special Needs Education, 2012
The processes around the identification of special educational needs (SEN) should mean that those pupils who need most help receive it. However, there are concerns that this process is not working and there is an over-identification of pupils with SEN. Previous international research has shown that summer-born children are more likely to be…
Descriptors: Learning Problems, Students, Foreign Countries, Special Needs Students
Exposure to Bullying among Students with Autism Spectrum Conditions: A Multi-Informant Analysis of Risk and Protective Factors
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Hebron, Judith; Humphrey, Neil – Autism: The International Journal of Research and Practice, 2014
Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers…
Descriptors: Bullying, Autism, Pervasive Developmental Disorders, At Risk Persons
A Natural Variation Study of Engagement and Confidence among Parents of Learners with Special Educational Needs and Disabilities (SEND)
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Barlow, Alexandra; Humphrey, Neil – European Journal of Special Needs Education, 2012
Parents' involvement in their children's education is known to be an important predictor of a range of adaptive outcomes. For learners with special educational needs and disabilities (SEND), lack of parental engagement and confidence has been highlighted as a problematic issue. Given this, the objectives of the current study were to: (i) determine…
Descriptors: Academic Achievement, Ethnicity, Foreign Countries, Educational Needs