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Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions. [ABSTRACT FROM AUTHOR]

Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participatory inquiry adopted a flexible and reflective approach with two autistic adolescents who had extended school nonattendance and aimed to explore how Kas and Z experienced this and described effective support to meet their needs. Adolescents' perspectives were supported by three parental viewpoints. The participatory design allowed participants to identify key themes of effective support: a nuanced relationship with time; internal processes of control and motivation; relationships and safe environments; perspectives around their diagnosis of autism. A thematic map was developed to highlight the interaction between adolescents' perspectives and parental viewpoints and the superordinate, researcher‐identified theme of Understanding and Acceptance of Individual Lived Experience of Autism. The methodology and themes suggest considerations for professionals to develop practice to support autistic pupils who experience extended school nonattendance. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi‐agency approach to reduce rates of emotionally based school non‐attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection, including awareness raising, reflections on current practice, and the integration of stakeholder views, resulting in an organisational culture shift and the production of professional guidance materials. Content analysis suggests that the development of a localised approach required time, with multi‐agency collaboration to promote shared ownership of the products and processes across all stakeholders and to enhance uptake of positive changes to practice. Factors that facilitated the process included response to local need, multi‐agency collaboration and positive feedback, while diminished capacity and misconceptions about roles and responsibilities in monitoring and improving attendance were barriers to change. The findings provide further evidence for the role of multi‐agency working in the development of strategic support for school attendance difficulties to promote organisational change. Future research should evaluate the effectiveness of these approaches to better inform future support at an organisational level. [ABSTRACT FROM AUTHOR]

Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School Psychology, 35, 2020 and 419) to map the experiences of individuals on the autistic spectrum, their families and professionals. Data analysis was conducted deductively with findings highlighting the challenging experiences young people and their families face and systemic barriers to accessing and providing support. Facilitative factors are identified, indicating a need for more inter‐agency collaboration, inclusivity and individualisation of support. There was substantial interaction between the systems surrounding the child, indicating a complex and multi‐faceted impact on experience. Further support is provided for the applicability of ecosystemic models to the study of autism. Key policy suggestions and gaps in the research base are considered. [ABSTRACT FROM AUTHOR]

Schools are expected to hold an increasingly central role in co‐ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty‐four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi‐professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). [ABSTRACT FROM AUTHOR]

This small‐scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered. [ABSTRACT FROM AUTHOR]

Small‐group interventions are often used in schools to support the development of children's social skills. One such intervention, Lego®‐Based Therapy (LBT), is increasingly popular internationally in schools. Although LBT has an emerging evidence‐base, there is limited research exploring effective LBT implementation. An in‐depth, exploratory multiple‐case study design was used to explore the process of LBT assimilation in two English mainstream primary schools which were considered to have implemented LBT effectively and reported positive programme outcomes. Data collection was through structured observations and semi‐structured interviews based upon Durlak and DuPre's (2008) established implementation framework. Transcripts were subjected to Hybrid inductive–deductive thematic analysis was used to identify themes which were triangulated with observation data. The data largely correlated with the Durlak and DuPre (2008) framework, identifying ley themes of: provider characteristics, characteristics of the intervention, organisational capacity and the need for a support system when implementing the intervention. Themes of facilitator factors and participant responsiveness emerged inductively, suggesting that a revised model of implementation is required for LBT. Recommendations include calling for EPs to use models of implementation when working with schools, as a cyclical, iterative process to promote positive outcomes and, therefore, cost‐effectiveness of school investment in interventions. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

Mainstream primary and elementary schools are increasingly involved in delivering small group social skill interventions for pupils with special needs, particularly in the light of the evidence indicating the impact of social skill competency on later life outcomes. Despite significant investment by schools in training and resources to implement these interventions, very little is currently understood about the characteristics of effective small group social skill interventions for the five to eleven age phase. The purpose of the current review was to provide a preliminary overview of the characteristics of such interventions. Searches of four key databases were conducted between September 2017 and January 2018. Eleven studies met criteria for inclusion. The review found that the area is at an early stage of development with a lack of clarity in conceptualising, measuring and judging effectiveness of small group social skill interventions for the primary age phase. Implications for future evaluative research methods are discussed, including a need for collaboration between schools and researchers to develop iterative, implementation‐based evaluative studies of small group social skill interventions. [ABSTRACT FROM AUTHOR]

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school-based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. [ABSTRACT FROM AUTHOR]

Background and scope Solution focused brief therapy ( SFBT) is a strengths-based therapeutic approach, emphasizing the resources that people possess and how these can be applied to a positive change process. The current study provides a systematic review of the SFBT evidence base and a critical evaluation of the use and application of SFBT in clinical practice with children and families. Methods Between 21 December 2010 and 12 May 2011 forty-four database searches (including, PsychInfo, ISI Web of Knowledge, ASSIA, British Education Index, Medline and Scopus), web searches and consultation with experts in the field were used to identify reports of SFBT studies published between 1990 and 2010. Studies were then screened according to trialled qualitative and quantitative assessment frameworks and reported according to the PRISMA guidelines. Results A total of 38 studies were included in the review. Of these, 9 applied SFBT to internalizing child behaviour problems, 3 applied SFBT to both internalizing and externalizing child behaviour problems, 15 applied the approach to externalizing child behaviour problems and 9 evaluated the application of SFBT in relation to a range of other issues. Conclusions Although much of the literature has methodological weaknesses, existing research does provide tentative support for the use of SFBT, particularly in relation to internalizing and externalizing child behaviour problems. SFBT appears particularly effective as an early intervention when presenting problems are not severe. Further well-controlled outcome studies are needed. Studies included in the review highlight promising avenues for further research. [ABSTRACT FROM AUTHOR]

A questionnaire was developed and trialled in an inclusive high school with the aim of understanding factors that contribute to parental confidence in school provision for students with special educational needs and disabilities (SEND). Parents of all students at School Action, School Action Plus and those with Statements of special educational needs were surveyed. Although the response rate of 38% was relatively low, responses overall were very positive. The survey findings provide evidence to support the whole school approach and areas for further development are discussed. [ABSTRACT FROM AUTHOR]

Accessible summary [ABSTRACT FROM AUTHOR]

Within the UK, around 10% of children have mental health problems, but this is likely to be higher among certain specific populations. Children and young people attending provisions for social, emotional and behavioural difficulties (SEBD) are a particularly vulnerable group whose mental health needs are under-researched. The authors, Latha Hackett, Louise Theodosiou, Freya Spicer and Rachel Lever of the Winnicott Centre, Manchester, Claire Blackburn who is a clinical psychologist and Caroline Bond of Manchester University conducted a study which involved all pupils in two schools for children with SEBD. The views of parents and teachers were sought for a sample of 71 children. The Strength and Difficulties Questionnaire and a supplementary questionnaire were used to gain a broad picture of the mental health needs of this group and the services required. The findings from these questionnaires indicate a much higher than national level of perceived mental health difficulties within this population. This piece of research highlights that both teachers and parents identified a need for professional support, from education, social care, health and other services. These findings have implications for future commissioning of services. [ABSTRACT FROM AUTHOR]