N Humphrey
Dados Biográficos
| ID | 23471 |
|---|---|
| NOME | N Humphrey |
| PRENOMES | N |
| SOBRENOME | Humphrey |
| ASSINATURA | HUMPHREY N |
| AFILIAÇÕES | University of Manchester |
| ORCID | 0000-0002-8148-9500 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAÇÕES | 39 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Breaking point
School suspensions are associated with adverse educational and psychosocial outcomes, yet little is known about how structural disadvantage, relational factors, health behaviours, well‐being indicators and school‐level factors jointly predict suspension risk in England. To our knowledge, this is the first study in England to model structural, relational, health‐behaviour, well‐being and school‐level predictors of suspension simultaneously within …
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Positive childhood experiences in English adolescents
Benevolent Childhood Experiences (BCEs) are positive, everyday supports theorised to promote adolescent wellbeing and buffer adversity. Using the youth-co-designed #BeeWell survey, we provide the largest contemporary, population-based estimates of BCEs for adolescents in England, examine social patterning, and test their latent structure. #BeeWell items were mapped to the 10-item BCE framework. We derived a 0–10 BCE count (prespecified thresholds…
The effects of learning-related and peer-related school experiences on adolescent wellbeing
The school environment contains a variety of factors understood to be linked to adolescent wellbeing. However, there is limited research on how adolescents’ simultaneous experiences of these distinct factors predict their later subjective wellbeing. This paper uses longitudinal structural equation modelling in a sample of secondary-school aged students aged 12 to 15 (N = 25,149, T1 and T2 one year apart) to test the effects of learning-related sc…
Preliminary Independent Evaluation of Free2B
INTRODUCTION: Young people who identify as LGBTQIA+ are significantly more likely to experience mental health problems than their cisgender, heterosexual peers. However, there is a dearth of evidence regarding interventions to support their wellbeing. This Short Research Article provides preliminary independent evidence of the efficacy of Free2B, a novel 1:1 mentoring service. METHODS: A quasi-experimental evaluation using propensity score matchi…
The effect of a universal, school-based social and emotional learning intervention (passport
Internalizing mental health difficulties impair quality of life, and their prevalence increases significantly during the transition from childhood to adolescence. This parallel cluster randomized controlled trial examined whether a universal, school-based social and emotional learning intervention (Passport: Skills for Life) could reduce internalizing symptoms and related outcomes compared with the usual school curriculum. Passport is implemented…
Ethnic inequalities in adolescent mental wellbeing
Minoritised ethnic young people show better mental wellbeing than White British peers. • Discrimination and bullying harm wellbeing more for certain ethnicities. • Own-ethnic density and parent support are more protective for some ethnic groups. • Traditional gender gap and effects of peer support are uniform across ethnicities
Local Landscapes, Evolving Minds
Neighbourhood variation in socioeconomic deprivation is recognised as a small but meaningful determinant of adolescent mental health, yet the mechanisms through which the effects operate remain poorly understood. This study used #BeeWell survey data collected from adolescents in Greater Manchester (England) in 2021-2023 (life satisfaction: N = 27,009; emotional difficulties: N = 26,461). Through Latent Growth Mixture Modelling, we identified four…
Longitudinal relationships across sleep, physical activity, and mental wellbeing in early-to-mid-adolescence
Our results highlight the importance of sleep as a driver of adolescent wellbeing, and the role of gender in developmental cascade processes. Study strengths, limitations, and implications are discussed
Lost learning
Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of …
Longitudinal Relationships Across Bullying Victimization, Friendship and Social Support, and Internalizing Symptoms in Early-to-Middle Adolescence
Current understanding of the longitudinal relationships between different aspects of peer relationships and mental health problems in early- to mid-adolescence is limited. In particular, the role played by gender in these developmental cascades processes is unclear, little is known about within-person effects between bullying victimization and internalizing symptoms, and the theorized benefits of friendship and social support are largely untested…
Implementing targeted social and emotional learning interventions in schools—Are more specific models needed
Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for…
Estimating the effect of intervention compliance on long-term outcome trajectories
The effectiveness of universal, school-based interventions in preventing the emergence, maintenance, or escalation of behavioral difficulties in children and adolescents is supported by a growing body of research. Nevertheless, this understanding is somewhat limited to “what works” assessments, leaving aside fundamental questions on relevant underlying mechanisms that make an intervention effective under specific circumstances, for some groups, o…
Latent classes of adolescent health behaviour, social covariates and mental wellbeing
Beyond advancements in fundamental understanding, our findings yield significant translation opportunities through their use and application in health, education, and allied professional settings designed to support young people
Conceptualising and Measuring Adolescents’ Hedonic and Eudemonic Wellbeing
There is a gap between the theoretical assumptions of wellbeing and its associated empirical constructs. Three measurement models (a correlated factors model, a second-order two-factor model, and a bifactor model) were analysed using a large sample of English adolescents ( n = 37, 630) to test whether the theoretical separation between hedonic and eudemonic wellbeing is empirically supported, and whether there is the possibility of essential unid…
Do Patterns of Adolescent Participation in Arts, Culture and Entertainment Activities Predict Later Wellbeing? A Latent Class Analysis
Participation in arts, culture, and entertainment (PACE) activities may promote adolescent wellbeing. However, little is known about how such activities cluster together, and previous research has used small samples, cross-sectional designs, focused on single activities, and/or has not considered the influence of socio-demographic factors on participation. Using latent class analysis, the aims of this study were to establish: (i) classes of adole…
Gender and sexual identity-based inequalities in adolescent wellbeing
LGBTQ + adolescents experience lower wellbeing than their peers, and this is evident across a range of wellbeing domains. Accordingly, there is an urgent need for the prioritisation of improved prevention and intervention efforts that can better meet the needs of gender diverse and sexual minority youth, and future research should be conducted to improve understanding of the mechanisms underpinning the wellbeing inequalities observed
Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research
The substantial time that children and young people spend in schools makes them important sites to trial and embed prevention and early intervention programmes. However, schools are complex settings, and it can be difficult to maintain school engagement in research trials; many projects experience high levels of attrition. This commentary presents learning from two large-scale, mixed-methods mental health intervention trials in English schools. T…
Social and emotional learning in primary schools
BACKGROUND: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classific…
Dual-Factor Mental Health from Childhood to Early Adolescence and Associated Factors
The dual-factor model of mental health indicates the importance of simultaneously assessing symptoms and subjective wellbeing, but there is limited understanding of how dual-factor mental health changes during the transition from childhood to early adolescence and factors associated with change. The current study investigated dual-factor mental health over a 2-year period from when children were 8–9 years old to 10–11 years old ( N = 2402; 48% fe…
Adaptation of a school-based mental health literacy curriculum
Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure tha…
Psychometric validation of the Reported and Intended Behavior Scale (Ribs) with adolescents
Despite increasing interest in mental health education to reduce stigma, few studies assess changes in self-reported and intended discriminatory behavior. The current study evaluated the psychometric quality of the Reported and Intended Behavior Scale with adolescents. Participants were 11 to 15-year-olds from England (N = 1,032, 58% female). Confirmatory factor analysis established a two-factor structure. The intended behavior scale showed high …
Ability emotional intelligence and children’s behaviour in the playground
We explored whether emotion understanding promotes positive social functioning in childhood using the ability emotional intelligence (AEI) framework, which defines emotion understanding more broadly than is common in developmental science. The prospective study included children ages 9–11 years who completed a measure of AEI at the start of the school year, and whose playground interactions were observed for one full year. Findings showed that, a…
Bullying of children and adolescents with autism spectrum conditions
A ‘state of the field’ review of what is currently known about bullying of children and adolescents with autism spectrum conditions (ASC) is presented. We highlight compelling evidence that they are considerably more likely to be bullied than those with other or no special educational needs and disabilities. Although prevalence estimates vary from study to study, they are always worryingly high, with the highest rate reported as 94%. Those most a…
The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities
Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) usin…
Bullying of children and adolescents with autism spectrum conditions
A ‘state of the field’ review of what is currently known about bullying of children and adolescents with autism spectrum conditions (ASC) is presented. We highlight compelling evidence that they are considerably more likely to be bullied than those with other or no special educational needs and disabilities. Although prevalence estimates vary from study to study, they are always worryingly high, with the highest rate reported as 94%. Those most a…
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools
The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and kno…
The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities
Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) usin…
Longitudinal Relationships Across Bullying Victimization, Friendship and Social Support, and Internalizing Symptoms in Early-to-Middle Adolescence
Current understanding of the longitudinal relationships between different aspects of peer relationships and mental health problems in early- to mid-adolescence is limited. In particular, the role played by gender in these developmental cascades processes is unclear, little is known about within-person effects between bullying victimization and internalizing symptoms, and the theorized benefits of friendship and social support are largely untested…
Dual-Factor Mental Health from Childhood to Early Adolescence and Associated Factors
The dual-factor model of mental health indicates the importance of simultaneously assessing symptoms and subjective wellbeing, but there is limited understanding of how dual-factor mental health changes during the transition from childhood to early adolescence and factors associated with change. The current study investigated dual-factor mental health over a 2-year period from when children were 8–9 years old to 10–11 years old ( N = 2402; 48% fe…
Conceptualising and Measuring Adolescents’ Hedonic and Eudemonic Wellbeing
There is a gap between the theoretical assumptions of wellbeing and its associated empirical constructs. Three measurement models (a correlated factors model, a second-order two-factor model, and a bifactor model) were analysed using a large sample of English adolescents ( n = 37, 630) to test whether the theoretical separation between hedonic and eudemonic wellbeing is empirically supported, and whether there is the possibility of essential unid…
Do Patterns of Adolescent Participation in Arts, Culture and Entertainment Activities Predict Later Wellbeing? A Latent Class Analysis
Participation in arts, culture, and entertainment (PACE) activities may promote adolescent wellbeing. However, little is known about how such activities cluster together, and previous research has used small samples, cross-sectional designs, focused on single activities, and/or has not considered the influence of socio-demographic factors on participation. Using latent class analysis, the aims of this study were to establish: (i) classes of adole…
Ability emotional intelligence and children’s behaviour in the playground
We explored whether emotion understanding promotes positive social functioning in childhood using the ability emotional intelligence (AEI) framework, which defines emotion understanding more broadly than is common in developmental science. The prospective study included children ages 9–11 years who completed a measure of AEI at the start of the school year, and whose playground interactions were observed for one full year. Findings showed that, a…
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools
The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and kno…
The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities
Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) usin…
Bullying of children and adolescents with autism spectrum conditions
A ‘state of the field’ review of what is currently known about bullying of children and adolescents with autism spectrum conditions (ASC) is presented. We highlight compelling evidence that they are considerably more likely to be bullied than those with other or no special educational needs and disabilities. Although prevalence estimates vary from study to study, they are always worryingly high, with the highest rate reported as 94%. Those most a…
Ability emotional intelligence and children’s behaviour in the playground
We explored whether emotion understanding promotes positive social functioning in childhood using the ability emotional intelligence (AEI) framework, which defines emotion understanding more broadly than is common in developmental science. The prospective study included children ages 9–11 years who completed a measure of AEI at the start of the school year, and whose playground interactions were observed for one full year. Findings showed that, a…
Psychometric validation of the Reported and Intended Behavior Scale (Ribs) with adolescents
Despite increasing interest in mental health education to reduce stigma, few studies assess changes in self-reported and intended discriminatory behavior. The current study evaluated the psychometric quality of the Reported and Intended Behavior Scale with adolescents. Participants were 11 to 15-year-olds from England (N = 1,032, 58% female). Confirmatory factor analysis established a two-factor structure. The intended behavior scale showed high …
Adaptation of a school-based mental health literacy curriculum
Overall, recommendations were for immediately implementable lesson plans informed by teachers' knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure tha…
Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research
The substantial time that children and young people spend in schools makes them important sites to trial and embed prevention and early intervention programmes. However, schools are complex settings, and it can be difficult to maintain school engagement in research trials; many projects experience high levels of attrition. This commentary presents learning from two large-scale, mixed-methods mental health intervention trials in English schools. T…
Social and emotional learning in primary schools
BACKGROUND: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classific…
Dual-Factor Mental Health from Childhood to Early Adolescence and Associated Factors
The dual-factor model of mental health indicates the importance of simultaneously assessing symptoms and subjective wellbeing, but there is limited understanding of how dual-factor mental health changes during the transition from childhood to early adolescence and factors associated with change. The current study investigated dual-factor mental health over a 2-year period from when children were 8–9 years old to 10–11 years old ( N = 2402; 48% fe…
Gender and sexual identity-based inequalities in adolescent wellbeing
LGBTQ + adolescents experience lower wellbeing than their peers, and this is evident across a range of wellbeing domains. Accordingly, there is an urgent need for the prioritisation of improved prevention and intervention efforts that can better meet the needs of gender diverse and sexual minority youth, and future research should be conducted to improve understanding of the mechanisms underpinning the wellbeing inequalities observed
Implementing targeted social and emotional learning interventions in schools—Are more specific models needed
Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for…
Estimating the effect of intervention compliance on long-term outcome trajectories
The effectiveness of universal, school-based interventions in preventing the emergence, maintenance, or escalation of behavioral difficulties in children and adolescents is supported by a growing body of research. Nevertheless, this understanding is somewhat limited to “what works” assessments, leaving aside fundamental questions on relevant underlying mechanisms that make an intervention effective under specific circumstances, for some groups, o…
Latent classes of adolescent health behaviour, social covariates and mental wellbeing
Beyond advancements in fundamental understanding, our findings yield significant translation opportunities through their use and application in health, education, and allied professional settings designed to support young people
Conceptualising and Measuring Adolescents’ Hedonic and Eudemonic Wellbeing
There is a gap between the theoretical assumptions of wellbeing and its associated empirical constructs. Three measurement models (a correlated factors model, a second-order two-factor model, and a bifactor model) were analysed using a large sample of English adolescents ( n = 37, 630) to test whether the theoretical separation between hedonic and eudemonic wellbeing is empirically supported, and whether there is the possibility of essential unid…
Do Patterns of Adolescent Participation in Arts, Culture and Entertainment Activities Predict Later Wellbeing? A Latent Class Analysis
Participation in arts, culture, and entertainment (PACE) activities may promote adolescent wellbeing. However, little is known about how such activities cluster together, and previous research has used small samples, cross-sectional designs, focused on single activities, and/or has not considered the influence of socio-demographic factors on participation. Using latent class analysis, the aims of this study were to establish: (i) classes of adole…
Preliminary Independent Evaluation of Free2B
INTRODUCTION: Young people who identify as LGBTQIA+ are significantly more likely to experience mental health problems than their cisgender, heterosexual peers. However, there is a dearth of evidence regarding interventions to support their wellbeing. This Short Research Article provides preliminary independent evidence of the efficacy of Free2B, a novel 1:1 mentoring service. METHODS: A quasi-experimental evaluation using propensity score matchi…
The effect of a universal, school-based social and emotional learning intervention (passport
Internalizing mental health difficulties impair quality of life, and their prevalence increases significantly during the transition from childhood to adolescence. This parallel cluster randomized controlled trial examined whether a universal, school-based social and emotional learning intervention (Passport: Skills for Life) could reduce internalizing symptoms and related outcomes compared with the usual school curriculum. Passport is implemented…
Ethnic inequalities in adolescent mental wellbeing
Minoritised ethnic young people show better mental wellbeing than White British peers. • Discrimination and bullying harm wellbeing more for certain ethnicities. • Own-ethnic density and parent support are more protective for some ethnic groups. • Traditional gender gap and effects of peer support are uniform across ethnicities
Local Landscapes, Evolving Minds
Neighbourhood variation in socioeconomic deprivation is recognised as a small but meaningful determinant of adolescent mental health, yet the mechanisms through which the effects operate remain poorly understood. This study used #BeeWell survey data collected from adolescents in Greater Manchester (England) in 2021-2023 (life satisfaction: N = 27,009; emotional difficulties: N = 26,461). Through Latent Growth Mixture Modelling, we identified four…
Longitudinal relationships across sleep, physical activity, and mental wellbeing in early-to-mid-adolescence
Our results highlight the importance of sleep as a driver of adolescent wellbeing, and the role of gender in developmental cascade processes. Study strengths, limitations, and implications are discussed
Lost learning
Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of …
Longitudinal Relationships Across Bullying Victimization, Friendship and Social Support, and Internalizing Symptoms in Early-to-Middle Adolescence
Current understanding of the longitudinal relationships between different aspects of peer relationships and mental health problems in early- to mid-adolescence is limited. In particular, the role played by gender in these developmental cascades processes is unclear, little is known about within-person effects between bullying victimization and internalizing symptoms, and the theorized benefits of friendship and social support are largely untested…
Breaking point
School suspensions are associated with adverse educational and psychosocial outcomes, yet little is known about how structural disadvantage, relational factors, health behaviours, well‐being indicators and school‐level factors jointly predict suspension risk in England. To our knowledge, this is the first study in England to model structural, relational, health‐behaviour, well‐being and school‐level predictors of suspension simultaneously within …
Advancing the Science and Practice of School Psychology Internationally
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
Positive childhood experiences in English adolescents
Benevolent Childhood Experiences (BCEs) are positive, everyday supports theorised to promote adolescent wellbeing and buffer adversity. Using the youth-co-designed #BeeWell survey, we provide the largest contemporary, population-based estimates of BCEs for adolescents in England, examine social patterning, and test their latent structure. #BeeWell items were mapped to the 10-item BCE framework. We derived a 0–10 BCE count (prespecified thresholds…
Psychology (19 obras) · Developmental psychology (14 obras) · Medicine (13 obras) · Mental health (11 obras) · Clinical Psychology (10 obras) · Early Childhood Education and Development (10 obras) · Psychiatry (10 obras) · Child and Adolescent Psychosocial and Emotional Development (9 obras) · Social Psychology (8 obras) · Clinical Psychology (7 obras)