It’s lots of fun having a birthday… expecially one that lasts for a whole month!

This week for #ESTTurns10 we’ve focussed on our work in mental health…

Monday was all about mentalhealth in schools, with our National Institute for Health Research (NIHR) funded project on classroom interventions for ADHD.  Work that was featured in The Independent and The Times Education Supplement.


We later collaborated with the lovely Dylan Kneale and Katy Sutcliffe at the EPPI-Centre at UCL to explore the data further using Qualitative Comparative Analysis resulting in a paper published in the Review of Education.  Alongside the main paper, the journal also published a Context and Implications document and we were delighted to be asked to contribute to the British Educational Research Association (BERA) blog (which was later featured in their Highlights of 2018 super blog).

Our work in the area of mental health in schools also explored relationships between mental health and school exclusion.  Becky Whear worked with Claire Parker and Tamsin Ford on two papers in this area back in 2014/15 and more recently we’ve picked this work up again with colleagues in Cambridge. Sadly we ran out of time to tweet about them… but the publications are listed at the end of the blog.  One thing we’re learning this month is that running a birthday social media campaign is hard work!

On Tuesday we turned out attention to improving the mental health of children and young people with long term conditions. A project in which we collaborated with a large number of academic and clinical colleagues both in Exeter and in London; we also convened a children and young people’s advisory group who met regularly throughout the project alongside a self-formed parent advisory group.

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Alongside the main report, we produced a briefing paper and a number of podcasts.  We also presented the findings at conferences; representatives from the children and young people’s advisory group presented at the INVOLVE conference and at Cochrane Edinburgh – and did a fabulous job.  They also contributed to the podcasts and wrote a blog post for us.  Links to all these activities (and more) can be found on the main project page.

On Wednesday, we looked back at another major piece of work… the update of three Cochrane Reviews on the effectiveness of treatments for recurrent abdominal pain in children.

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A huge undertaking that we shared with clinicians Stuart Logan, Tamsin Newlove Delgado and Alice Martin.  Having devoted so much time to a condition that causes so much distress to children and young people and their families, we were keen to make sure that the messages were easily accessible by the people who could use them to make a difference – in terms of changing practice but also informing the research agenda in this area. Rufaro Ndokera wrote a blog for Evidently Cochrane, Becca summarised the findings in an overview published in a clinical journal and Ryan, a fabulous intern working with PenCLAHRC, created an animation.   In a blog reflecting on her experience of working on these reviews with us, Tamsin shared another exciting dissemination opportunity we were able to make use of – take a look!

Thursday was all about community inteventions for improving mental health – volunteering, school gardens and peer support.

Hugely varied projects but all have been influential either in terms of informing policy or generating further research.

And we end the week with a look at mindfulness and two projects completed in collaboration with Chris Dickens in the Mental Health Research Group.

Safe to say we’re pretty proud of our work in this area – but it wouldn’t have been possible (or half as much fun) without the fabulous people we have had the pleasure of collaborating with – thank you!  We have lots more ideas in the pipeline – watch this space!

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Full list of publications:

  1. Shilling V, Morris C, Thompson-Coon J, et al. Peer support for parents of children with chronic disabling conditions: A systematic review of quantitative and qualitative studies. Developmental Medicine and Child Neurology 2013;55(7):602-09. doi: 10.1111/dmcn.12091
  2. Shaw L, Moore D, Nunns M, et al. Experiences of interventions aiming to improve the mental health and well-being of children and young people with a long-term physical condition: A systematic review and meta-ethnography. Child: Care, Health and Development 2019 doi: 10.1111/cch.12708
  3. Richardson M, Moore DA, Gwernan-Jones R, et al. Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment 2015;19(45) doi: 10.3310/hta19450
  4. Moore DA, Russell AE, Matthews J, et al. Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education 2018;6(3):264-66. doi: 10.1002/rev3.3154
  5. Moore DA, Russell AE, Matthews J, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education 2018;6(3):209-63. doi: 10.1002/rev3.3149
  6. Moore DA, Richardson M, Gwernan-Jones R, et al. Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews. Journal of Attention Disorders 2019;23(3):220-33. doi: 10.1177/1087054715573994
  7. Moore DA, Nunns M, Shaw L, et al. Interventions to improve the mental health of children and young people with long-term physical conditions: linked evidence syntheses. Health technology assessment (Winchester, England) 2019;23(22):1-164. doi: 10.3310/hta23220
  8. Moore DA, Gwernan-Jones R, Richardson M, et al. The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties 2016;21(1):61-82. doi: 10.1080/13632752.2016.1139296
  9. Martin AE, Newlove-Delgado TV, Abbott RA, et al. Pharmacological interventions for recurrent abdominal pain in childhood. Cochrane Database of Systematic Reviews 2017;2017(3) doi: 10.1002/14651858.CD010973.pub2
  10. Claire Parker, Rebecca Whear, Obioha C. Ukoumunne, Alison Bethel, Jo Thompson-Coon, Ken Stein & Tamsin Ford (2015) School exclusion in children with psychiatric disorder or impairing psychopathology: a systematic review, Emotional and Behavioural Difficulties, 20:3, 229-251, DOI: 10.1080/13632752.2014.945741
  11. Whear, R., Marlow, R., Boddy, K., Ukoumunne, O. C., Parker, C., Ford, T., … Stein, K. (2014). Psychiatric disorder or impairing psychology in children who have been excluded from school: A systematic review. School Psychology International35(5), 530–543.
  12. Ohly, H., Gentry, S., Wigglesworth, R. et al. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16, 286 (2016) doi:10.1186/s12889-016-2941-0
  13. Jenkinson CE, Dickens AP, Jones K, et al. Is volunteering a public health intervention? A systematic review and meta-analysis of the health and survival of volunteers. BMC Public Health 2013;13(1) doi: 10.1186/1471-2458-13-773
  14. Gwernan-Jones R, Moore DA, Garside R, et al. ADHD, parent perspectives and parent-teacher relationships: Grounds for conflict. British Journal of Special Education 2015;42(3):279-300. doi: 10.1111/1467-8578.12087
  15. Gwernan-Jones R, Moore DA, Cooper P, et al. A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties 2016;21(1):83-100. doi: 10.1080/13632752.2015.1120055
  16. Brand SL, Coon JT, Fleming LE, et al. Whole-system approaches to improving the health and wellbeing of healthcare workers: A systematic review. PLoS ONE 2017;12(12) doi: 10.1371/journal.pone.0188418
  17. Anderson JK, Ford T, Soneson E, et al. 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. Psychological Medicine 2019;49(1):9-19.
  18. Alsubaie M, Abbott R, Dunn B, et al. Mechanisms of action in mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR) in people with physical and/or psychological conditions: A systematic review. Clinical Psychology Review 2017;55:74-91. doi: 10.1016/j.cpr.2017.04.008
  19. Abbott RA, Whear R, Rodgers LR, et al. Effectiveness of mindfulness-based stress reduction and mindfulness based cognitive therapy in vascular disease: A systematic review and meta-analysis of randomised controlled trials. Journal of Psychosomatic Research 2014;76(5):341-51. doi: 10.1016/j.jpsychores.2014.02.012
  20. Abbott RA, Martin AE, Newlove-Delgado TV, et al. Psychosocial interventions for recurrent abdominal pain in childhood. Cochrane Database of Systematic Reviews 2017;2017(1) doi: 10.1002/14651858.CD010971.pub2