Guidance
Recommendations for research
Recommendations for research
The guideline committee has made the following recommendations for research.
Key recommendations for research
1 Early signs of poor social, emotional and mental wellbeing
What are the early signs of social, emotional and mental wellbeing issues, including in children and young people who are internalising it?
a) What early factors predict poor social, emotional and mental wellbeing?
b) How do children and young people with poor social, emotional and mental wellbeing describe their thoughts and feelings at early onset stage?
c) What are the barriers and facilitators to identifying children and young people at risk of poor social, emotional and mental wellbeing at school?
For a short explanation of why the committee made the recommendation for research, see the rationale section on identifying children and young people at risk of poor social, emotional and mental wellbeing.
Full details of the evidence and the committee's discussion are in:
2 Intersecting social, cultural and personal factors
What is the role of intersecting social, cultural and personal factors in developing poor social, emotional and mental wellbeing?
For a short explanation of why the committee made the recommendation for research, see the rationale section on identifying children and young people at risk of poor social, emotional and mental wellbeing.
Full details of the evidence and the committee's discussion are in:
3 Targeted support
What is the effectiveness (including long-term effectiveness) and cost effectiveness of targeted group or individual interventions for children and young people who have been identified as needing additional mental health support, and does it vary by ethnicity, socioeconomic status or other cultural and personal factors?
For a short explanation of why the committee made the recommendation for research, see the rationale section on targeted support.
Full details of the evidence and the committee's discussion are in:
4 Effectiveness of interventions
What components of interventions or approaches to promote social, emotional and mental wellbeing are effective and cost effective?
For a short explanation of why the committee made the recommendation for research, see the rationale section on whole-school approach.
Full details of the evidence and the committee's discussion are in:
5 System leadership and service delivery
How can practitioners, institutions and organisations work together to improve systems leadership that impacts collectively on positive outcomes for children and young people's social, emotional and mental wellbeing?
For a short explanation of why the committee made the recommendation for research, see the rationale section on whole-school approach.
Full details of the evidence and the committee's discussion are in evidence review A: whole-school approaches.
Other recommendations for research
Children and young people with special educational needs
Are children and young people with special educational needs at higher risk of poor social, emotional and mental wellbeing?
For a short explanation of why the committee made the recommendation for research, see the rationale section on identifying children and young people at risk of poor social, emotional and mental wellbeing.
Full details of the evidence and the committee's discussion are in:
Harms and unintended consequences
What are the possible harms and unintended consequences of targeted group or individual interventions for children and young people who have been identified as needing additional mental health support?
For a short explanation of why the committee made the recommendation for research, see the rationale section on targeted support.
Full details of the evidence and the committee's discussion are in:
Targeted support
What are parents' and carers' views on targeted group or individual interventions for children and young people who have been identified as needing additional mental health support?
For a short explanation of why the committee made the recommendation for research, see the rationale section on targeted support.
Full details of the evidence and the committee's discussion are in:
Views on transitions to secondary school
What are the views and experiences of children about moving to secondary school?
For a short explanation of why the committee made the recommendation for research, see the rationale section on support with school-related transitions and other life changes.
Full details of the evidence and the committee's discussion are in evidence review I: interventions to support children and young people during periods of transition.
Support for transitions
What do children and young people, including those from underserved populations, find useful to support life changes in the context of their education?
For a short explanation of why the committee made the recommendation for research, see the rationale section on support with school-related transitions and other life changes.
Full details of the evidence and the committee's discussion are in evidence review I: interventions to support children and young people during periods of transition.
Impact of COVID-19
What is the medium-to long-term impact of the COVID-19 pandemic on children and young people's social, emotional and mental wellbeing?
For a short explanation of why the committee made the recommendation for research, see the rationale section on identifying children and young people at risk of poor social, emotional and mental wellbeing.
Full details of the evidence and the committee's discussion are in: