This study examines the impact of the Cooperative Learning Evaluation Programme (CLEP) on social interaction of primary school students in China. The study involved 165 participants, consisting of students in grades 3-6, aged between 8 to 12 years, from a suburban primary school in Beijing. The CLEP combines individual and group evaluations,…

This study examined the phenomenon of peer support for personal problems among adolescents and why adolescents might prefer to disclose their personal problems to peers, and their perceptions of school-based peer support interventions (PSIs). An exploratory qualitative research approach included six focus groups with Year 9 students (N = 32) at…

Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative and systematic literature review focusing on international research concerning staff and student perspectives on the effects of PBS. The aim was to…

Parenting interventions have been shown to be successful in supporting parents to address children's challenging behaviour. This systematic literature review explores the effectiveness of Non-Violent Resistance (NVR), a specific parenting intervention which aims to help parents cope with children's violent and controlling behaviour. It is a…

The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of…

Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data…

This systematic review used framework synthesis methodology to explore literature describing problem-solving, circle and consultation groups in schools (PSGs). The review sought to understand the underlying mechanisms which contribute to the reported success of these groups. Key themes contributing to positive outcomes associated with these groups…

Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve essay writing skills with an evidence-based intervention in two schools of mainstream P6 (grade 5) students (N = 44) in a largely rural local authority in Scotland. The intervention included peer…

Collaborative working with families has positive impacts on outcomes for families and children. However, implementing a collaborative approach requires allied health professionals to have knowledge, skills, experience, and confidence in working with families. This scoping review aimed to explore teaching practices used in order to prepare allied…

This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were…

This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key…

This small-scale research project investigated the impact of a person-centred planning (PCP) tool -- Planning Alternative Tomorrows with Hope (PATH) -- with children and young people (CYP) with special educational needs and disabilities (SEND) in mainstream settings. Semi-structured interviews were used to explore the perceived impact of the PATH…

This study examined the effectiveness of an integrated training programme (ITP) in reducing female students' test anxiety with a view to the mothers' perfectionism as a moderating factor. A total of 60 primary school students (30 mothers with perfectionism trait and 30 mothers without perfectionism) were randomly selected using multi-stage cluster…

This exploratory study employed mixed-methods to investigate outcomes associated with an online self-determination theory (SDT) based teacher professional development (PD) intervention, and explored teachers' perspectives about re-engaging students following COVID-19. Participants were 33 secondary school teachers from across England and Wales.…

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of…