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Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID-19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in-depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face-to-face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post-lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between 'attainment gaps' and personal development, moving towards an educational approach with greater complementarity of these aims.

To explore the clinical potential of grammaticality judgement tasks, this study investigated whether a Grammaticality Judgment Task (GJT) of inflectional morphology could differentiate between a clinically selected sample of children with DLD and children in mainstream (i.e. regular education) schools. We also explored the relationship between grammaticality judgement and measures of receptive vocabulary, receptive grammar, and nonword repetition. Children with DLD (n = 30; age range = 69–80 months) and mainstream children in Pre-primary, Year 1, and Year 2 (n = 89, age range = 61–96 months) were assessed on a GJT of regular past tense, third person singular, and possessive 's. The GJT was sensitive to developmental differences in mainstream children and differentiated children with DLD from Year 1 and 2 mainstream children, with DLD results consistent with a one-year delay in performance compared to controls. The GJT was the strongest discriminator of membership to a clinically selected sample of children with DLD (ROC curve analysis, area under the curve = 88%). Receptive grammar, receptive vocabulary, and nonword repetition were related to performance on the GJT. The grammaticality judgement of inflectional morphology shows promise as a reliable indicator of DLD and a measure sensitive to developmental differences in mainstream children. GJTs should continue to be explored for clinical application as a potential tool for both assessment and intervention. [ABSTRACT FROM AUTHOR]

Background Restricting the advertisement of products with high fat, salt, and sugar (HFSS) content has been recommended as a policy tool to improve diet and tackle obesity, but the impact on HFSS purchasing is unknown. This study aimed to evaluate the impact of HFSS advertising restrictions, implemented across the London (UK) transport network in February 2019, on HFSS purchases. Methods and findings Over 5 million take-home food and drink purchases were recorded by 1,970 households (London [intervention], n = 977; North of England [control], n = 993) randomly selected from the Kantar Fast Moving Consumer Goods panel. The intervention and control samples were similar in household characteristics but had small differences in main food shopper sex, socioeconomic position, and body mass index. Using a controlled interrupted time series design, we estimated average weekly household purchases of energy and nutrients from HFSS products in the post-intervention period (44 weeks) compared to a counterfactual constructed from the control and pre-intervention (36 weeks) series. Energy purchased from HFSS products was 6.7% (1,001.0 kcal, 95% CI 456.0 to 1,546.0) lower among intervention households compared to the counterfactual. Relative reductions in purchases of fat (57.9 g, 95% CI 22.1 to 93.7), saturated fat (26.4 g, 95% CI 12.4 to 40.4), and sugar (80.7 g, 95% CI 41.4 to 120.1) from HFSS products were also observed. Energy from chocolate and confectionery purchases was 19.4% (317.9 kcal, 95% CI 200.0 to 435.8) lower among intervention households than for the counterfactual, with corresponding relative reductions in fat (13.1 g, 95% CI 7.5 to 18.8), saturated fat (8.7 g, 95% CI 5.7 to 11.7), sugar (41.4 g, 95% CI 27.4 to 55.4), and salt (0.2 g, 95% CI 0.1 to 0.2) purchased from chocolate and confectionery. Relative reductions are in the context of secular increases in HFSS purchases in both the intervention and control areas, so the policy was associated with attenuated growth of HFSS purchases rather than absolute reduction in HFSS purchases. Study limitations include the lack of out-of-home purchases in our analyses and not being able to assess the sustainability of observed changes beyond 44 weeks. Conclusions This study finds an association between the implementation of restrictions on outdoor HFSS advertising and relative reductions in energy, sugar, and fat purchased from HFSS products. These findings provide support for policies that restrict HFSS advertising as a tool to reduce purchases of HFSS products., Author(s): Amy Yau 1,2,*, Nicolas Berger 1,3, Cherry Law 1, Laura Cornelsen 1, Robert Greener 1, Jean Adams 4, Emma J. Boyland 5, Thomas Burgoine 4, Frank de Vocht 6,7, [...]

Purpose: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. Method: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. Results: The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium-large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Conclusion: Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child's error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.

Background: Five-year-olds with specific language impairment (SLI) often struggle with mastering grammatical morphemes. It has been proposed that verbal morphology is particularly problematic in this respect. Previous research has also shown that in young typically developing children grammatical markers appear later in more phonologically challenging contexts. Aims: The main aim was to explore whether grammatical deficits in children with SLI are "morphosyntactic" in nature, or whether "phonological" factors also explain some of the variability in morpheme production. The analysis considered the effects of the same phonological factors on the production of three different morphemes: two verbal (past tense "-ed"; third-person singular "-s") and one nominal morpheme (possessive "-s"). Methods & Procedures: The participants were 30 children with SLI (21 boys) aged 4;6-5;11 years (mean = 5;1). The data were collected during grammar test sessions, which consisted of question/answer elicitations of target forms involving picture props. A total of 2301 items were analysed using binary logistic regression; the predictors included: (1) "utterance position" of the target word, (2) "phonological complexity" of its coda, (3) "voicing" of the final stem consonant, (4) "syllabicity" (allomorph type) and (5) "participant" accounting for the individual differences in the responses. Outcomes & Results: The results showed a robust effect of "syllabicity" on the correct morpheme production. Specifically, syllabic allomorphs (e.g., She "dresses") were significantly more challenging than the segmental ones (e.g., He "runs") for all three morphemes. The effects of other factors were observed only for a single morpheme: coda "complexity" and "voicing" helped explain variability in past tense production, and "utterance position" significantly affected children's performance with the possessive. The "participant" factor also had a significant effect, indicating high within-group variability--often observed in SLI population. Conclusions & Implications: The systematic effect of "syllabicity" across both verbal and nominal morphemes suggests morphophonological influences in the grammatical development of children with SLI that cannot be fully explained by syntactic deficits. Poorer performance in producing syllabic allomorphs can be accounted for by much lower overall frequency of these forms, and by the "tongue-twisting" effect of producing similar segments in succession, as in "added" [aed?d], "washes" [w???z]. Interestingly, the greater acoustic salience of the syllabic allomorphs (an extra syllable) does not enhance children's abilities to produce them. These findings suggest that the interconnections between different levels of language have a stronger effect on the grammatical development of children with SLI than might be expected. "Allomorphy" should, therefore, be taken into account when designing language assessments and speech therapy, ensuring that children receive sufficient practice with the entire set of allomorphic variants.

This paper examines text structure and patterns of cohesion in stories written by a group of adults with a history of childhood language impairment. The study aimed to extend our knowledge of writing difficulties in this group by building upon a study that examined clause level phenomena (Smith-Lock, Nickels, & Mortensen, this issue). Ten adults with a history of Language Impairment and 30 control participants were asked to write the story of Cinderella. Stories were analyzed for their generic structure and cohesion resources, both of which contribute to the organization and coherence of a text. Results revealed that patterns of text organization at the level of generic structure and measures of cohesion did not distinguish the performance of writers with a history of Language Impairment from the comparison group. A wide range of lexico-grammatical skills was evident within the Language Impaired group, with few individuals with Language Impairment falling outside the normal range of performance. It is suggested that generic structure and cohesion are a relative strength in the writing of adults with Language Impairment, within the constraints of their lexical and grammatical skills.

The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation. The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar, punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults with LI showed no difference from the comparison group in the length of their stories as measured by total number of words. The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood.

Seventeen children (ages 5-7) with specific language impairment (SLI) were compared to age-matched (AM) and language-matched (LM) groups on measures of metalinguistic skill. SLI children's performance was worse than AM peers and indistinguishable from younger LM children, suggesting that morphological awareness is more closely allied to oral language than general cognitive development. (Author/DB)