Posts tagged Research
NSPCC "How Safe Are Our Children" 2019 Report

The 2019 NSPCC annual report looking at levels of online activity and online child sex abuse recorded in the UK. Key findings include:

  • 44% of 5-15 year olds own a smartphone

  • 90% of 11-16 year olds said they had a social media account

  • Year on year increases were recorded in the numbers and rates of police-recorded online child sexual offences in England and Wales and Northern Ireland;

  • Increases in the number of URLs confirmed by the Internet Watch Foundation (IWF) as containing child sexual abuse imagery since 2015

  • the majority of parents, carers and members of the public agree that social networks should have a legal responsibility to keep children safe on their platforms.

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Association of Sexting with Sexual Behaviours and Mental Health Among Adolescents

New research into the association between sexting and sexual behaviours and mental health amongst adolescents published by JAMA Pediatrics.

A meta-analysis of 23 studies comprising 41 723 participants found that adolescent sexting is significantly associated with sexual activity, multiple sexual partners, lack of contraception use, delinquent behavior, internalizing problems, and substance use. The associations between sexting and multiple sexual partners, drug use, smoking, and internalizing problems were stronger in younger compared with older adolescents.

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Children in need of help and protection (CIN) Review: Final data and analysis

In March 2018, the government launched a review into Children in Need (CIN). The evidence showed CIN on average have poorer outcomes at every stage of education than their peers and are more likely than other children not to be in education, employment or training (NEET) after age 18.

This document looks at the records between 2012-13 and 2017-18, particularly at the characteristics and interactions that CIN received from services.

Key statistics from the report include:

Between 2012/13 and 2017/18, there were at least 1.6m children in need of social care services. This equates to around 1 in 10 children in 2018 who were in need at some point in the previous 6 years 

  • 98% of state schools had at least 1 pupil who was CIN 

  • CIN pupils are 50% less likely to achieve a good pass in English and Maths 

  • Pupils who were in need at the end of Key Stage 4 were around 3 times less likely to go on to study A levels at age 16, and almost 5 times less likely to enter higher education at age 18 .

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"Left to Their Own Devices: Young People, Social Media and Mental Health" Barnardo's Report June 2019

Barnardo’s has released a research report into young people’s use of social media, with a specific focus on the effect of using social media platforms on mental health. The authors explored the views of children and young people, parents/guardians/carers and frontline Barnardo’s practitioners.

The report found that:

  • 78% of practitioners working with children aged between 11 and 15 had accessed unsuitable or harmful content through social media

  • 84% of practitioners working with children aged between 11 and 15 were able to use social media to access advice and help for mental wellbeing

  • Children and young people want guidance on social media to focus on the stories of children and young people who have first-hand experience of social media.

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Supporting Young Carers in Schools: A step-by-step Guide for Leaders, Teachers and non-Teaching Staff - The Carers Trust and The Children's Society

A useful guide co-produced by The Carer’s Trust and The Children’s Society to provide school leadership teams, teachers and non-Teaching staff with the knowledge and skills they need to empower young carers to achieve their academic potential and aid their social skill development whilst at school. The guide covers a number of important topics, including:

  • Reviewing school provision for young carers

  • Introducing a Young Carers School Operational Lead

  • Setting up systems to identify, assess and support young carers

  • Raising awareness of caring responsibility with the peers of students with caring responsibilities.

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Art Works: Using the Arts to promote Emotional Health and Wellbeing in Schools

A report produced by City Arts which examines the Targeted Mental Health in Schools (TaMHS) project facilitated in Nottinghamshire which included arts activities which were designed to improve emotional health and wellbeing of students. 18 schools took part in the TaMHS project and the project evaluators found that arts projects based in schools could be used to help raise awareness of mental health issues and that the relationships forged between artists and students could open up conversations which students would otherwise feel unable to have with their teachers.

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Children's Understanding of Depression Research Summary - Association for Child and Adolescent Health

A summary of new research conducted by the Association for Child and Adolescent Health which looks at children’s understanding of depression, based on their study of fictional texts. Children aged between 8 and 12 took part in the research. Researchers found that children tended to anticipate negative outcomes if the character's depression had not been treated. 1/3 of the children who took part in the research expected that there would be a deterioration in the fictional child's emotional state and children aged 11 and 12 years were naturally more sophisticated in their thinking about depression.

The research highlights the need for preventative school-based interventions in primary school that address the misconceptions that children have towards mental health, in particular anxiety and depression.

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""Now You See Us": Identifying and responding to the scale of social, emotional and mental health needs in primary school children" nurtureUK Report

A new report released by nurtureUK which explores the core social, emotional and mental health (SEMH) needs of primary school students with reference to data gathered by use of the Boxall Profile, designed by nurtureUK. Staff from 30 primary schools across England took part and they reported that use of the Boxall Profile helped them to better identify and respond to the SEMH needs of their students.

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Teach First Cross-Phase Toolkit: Supporting Smooth Transitions for Pupils between the Phases of Formal Education: A Guide for Teachers and Schools

A useful toolkit compiled by Teach First to provide tips and suggestions for teachers and schools who wish to work together to improve the experience of transition from Early Years into Primary School, Primary School to Secondary School. It is intended to inspire and enable to initiate and maintain collaborative cross-phase work that is going to have a positive impact on the children or young people that schools work with.

The toolkit contains two sections:

  • Research - Looking at the need for cross-phase collaboration and exploring what effective cross-phase collaboration looks like

  • Stories of cross-phase collaboration in practice, with accompanying resources that teachers can use.

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International Slavery Museum Resources for Schools

A comprehensive pack designed by the International Slavery Museum for use by teachers in Key Stage 2 and 3 PSHE, RSE, Citizenship, RE or History lessons to teach students about the slave trade in an open and frank way. The resources draw on documents and art that is displayed in the museum.

Sections covered in the resources include learning about Africa, the Atlantic Passage, Plantation Life and the story behind Abolition.

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Early Support for Military-Connected Families: Evaluation of services at NSPCC Military Sites

A new report by the NSPCC Learning team which evaluates interventions and services which are provided to military-connected families at NSPCC Military Sites.

Findings from the report include:

  • Drop-in services can provide the early-help support that children need to cope with the challenge of having a parent/parents who are in the Armed Forces

  • Parents who access drop-in services were more likely to feel less socially isolated and lonely

  • School-aged children valued opportunities at the drop-in centres to talk about their mental health and emotional wellbeing needs.

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Body Image: How we think and feel about our bodies research

New research compiled by the Mental Health Foundation exploring body image and how it effects our mental health and levels of emotional wellbeing. The research explores body image in each life stage, as well as provides information on how we can protect, promote and maintain body image and encourage body positivity.

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Timpson Review Report May 2019

The full Timpson Review Report from the Department for Education looking into the number of school exclusions and underlying trends in those exclusions. Key findings include:

  • 7% of permanently excluded children achieved good passes in GCSE English and Maths in 2016/17

  • 4.5% of children educated in Alternative Provision settings achieved good passes in GCSE English and Maths in 2016/17

  • Over 1/3 of children who completed Key Stage 4 in Alternative Provision settings go on to be NEET (not in Education, Employment or Training).

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Timpson Review Summary of Findings May 2019

A short press release from the Department for Education on the findings from the Edward Timpson Review looking into levels of exclusions and the academic attainment levels of students in Alternative Provision settings.

Findings include:

  • 78% of permanent exclusions issued to children with special educational needs (SEND) or classed as being eligible for Free School Meals

  • 4.5% of children in AP settings achieved a good pass in their English and Maths GCSEs in 2016-17.

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Knife Crime Evidence Briefing from The College of Policing

A new briefing from the College of Policing which explores the research and statistics gathered about levels of knife crime. Topics explored include:

  • Understanding the causes of knife crime

  • General violence or weapon-related interventions with greatest potential to reduce crime

  • Specific knife crime interventions with limited crime reduction evidence

  • Enforcement interventions where evidence suggests careful use.

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"Caring Alone: Why Black, Asian and Minority Ethnic Young Carers continue to struggle to access support" Barnardo's Report

A report from Barnardo’s which examines the difficulties that Black, Asian and Minority Ethnic (BAME) young carers face in accessing support from statutory organisations and their local communities. The report draws on previous research and makes recommendations as to how to better support BAME young carers to achieve their full potential and to improve their levels of mental health and emotional wellbeing.

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Unexplained Pupil Exits from Schools: A growing problem? Education Policy Institute Report

A new report from the Education Policy Institute exploring new research on the growing number of unexplained school exits in England. The report uses data on children who reached year 11 in 2016/17, 2013/14, and 2010/11 and is the first report on pupil exits to take into account exits due to family reasons.

Findings include:

  • one in three pupils in contact with the social care system experienced an unexplained exit;

  • around one in four pupils with social, emotional or mental health needs experienced an unexplained exit

  • roughly one in eight pupils with Black or mixed Black and White ethnic backgrounds experienced an unexplained exit.

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