Social, emotional and mental wellbeing in primary and secondary education

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?

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?

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?

Effectiveness of interventions: What components of interventions or approaches to promote social, emotional and mental wellbeing are effective and cost effective?

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?

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?

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?

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?

Views on transitions to secondary school: What are the views and experiences of children about moving to secondary school?

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?

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?