Child File: Children with specific needs
These child file materials look at children with specific needs. They include: ADHD, Autism, Dyslexia and self-harm.
Supporting bereaved children
One child in every classroom is likely to experience the death of a member of their family, yet too often their needs are overlooked writes Alison Penny.
Promoting the wellbeing of looked-after children
NICE and SCIE have issued new draft guidance to improve the social and emotional well-being of children in care. Tim Linehan reports on how it will work.
Young People and the Digital Divide
This report presents the findings of research carried out by the charity Catch22 on young people’s experiences of using the internet.
The Role of Primary Mental Health Workers in Education
Promoting good emotional health is an increasingly important function in schools. Consequently, better basic knowledge of mental health is needed across the children’s workforce. School staff require sufficient support, time and resources to develop their knowledge and expertise.
Information, Advice and Guidance for Young People
This research project by the Local Government Association (LGA) looks at the current ‘fitness for purpose’ of the Information, Advice and Guidance (IAG) services provided to young people aged from 14 to 19.
Childhood Wellbeing: a brief preview
The aim of this government briefing paper from the Childhood Wellbeing Research Centre is to provide an overview of recent evidence in the field of childhood wellbeing. The paper provides a summary of how wellbeing is conceptualised; the domains and measures employed to assess child wellbeing within the UK and internationally; how the views of children and young people are incorporated into work on child wellbeing, and some conclusions from key studies relevant to the wellbeing of children and young people in the UK.
Autism & Educational Assessment: UK Policy and Practice
Over the past two decades UK government legislation has led to an increased focus on inclusive education. This research, funded by NFER, investigated UK assessment policy and practice for mainstream-educated pupils who are diagnosed with an Autistic Spectrum Disorder (ASD).