Abigail Emma Russell
Biographic Data
| ID | 2746411 |
|---|---|
| NAME | Abigail Emma Russell |
| GIVEN NAMES | Abigail Emma |
| FAMILY NAME | Russell |
| SIGNATURE | RUSSELL A E |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-2903-6264 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Reliability, Validity, and Acceptability of the Scope Classroom Observation Code (SCOC) to Identify Attention Deficit Hyperactivity Disorder (ADHD)‐Related Behaviours in UK Primary Schools
ADHD is a prevalent disorder that impacts academic and social functioning in childhood. Teachers often struggle to identify ADHD. This study evaluated the Scope Classroom Observation Checklist's (SCOC) reliability, validity, and acceptability as a potential screening measure for school staff to identify ADHD characteristics. Parents and teachers completed the Attention‐Deficit/Hyperactivity Disorder Rating Scale‐5 (ADHD‐RS‐5). Those who scored ≥ …
Key Research Questions to Support Neurodiversity in Higher Education
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most …
What Next for Trauma-Informed Education Research? A Research Prioritisation Exercise with Young People as Informants
The online version contains supplementary material available at 10.1007/s40653-025-00711-3
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
The relationship between type, timing and duration of exposure to adverse childhood experiences and adolescent self‐harm and depression
BACKGROUND: Adverse childhood experiences (ACEs) are well-established risk factors for self-harm and depression. However, despite their high comorbidity, there has been little focus on the impact of developmental timing and the duration of exposure to ACEs on co-occurring self-harm and depression. METHODS: Data were utilised from over 22,000 children and adolescents participating in three UK cohorts, followed up longitudinally for 14-18 years: th…
Annual Research Review
Parent-carer experiences using a peer support network
PM was perceived to be beneficial as a multi-component peer support service which increases parenting self-efficacy and empowerment, reduces isolation, improves access to services, and is tailored to individual needs. Parent-carers reported benefits in parenting and wellbeing practices. The development of a refined logic model will inform a future study of the effectiveness of PM on parent-carer outcomes
Educational experiences of young people with ADHD in the UK
BACKGROUND: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools. METHODS: In this secondary analysis of qualitative data, we used The…
Assessing the Feasibility of a Peer Education Project to Improve Mental Health Literacy in Adolescents in the UK
Many mental health problems begin in adolescence and occur on a spectrum of severity: early recognition and intervention is important. This study is a quantitative feasibility study of the Mental Health Foundation's Peer Education Project (PEP). Attrition, psychometric properties of questionnaires, indications of improvement on a range of outcomes, and sample size required for a powered trial of effectiveness were assessed. 203 students completed…
Childhood psychopathology mediates associations between childhood adversities and multiple health risk behaviours in adolescence
BACKGROUND: Childhood adversity strongly predicts adolescent multiple health risk behaviours (MRBs) such as alcohol/tobacco use, self-harm and physical inactivity, and both adversities and MRBs are associated with premature mortality and several chronic health conditions that are among the leading causes of death in adults. It is therefore important to understand the relationship between adversities and MRBs and what could mediate any association…
A process evaluation of a peer education project to improve mental health literacy in secondary school students
This study will enable us to refine the logic model underpinning the peer education project and identify areas of the intervention that can be improved. Findings will also inform the design of a future effectiveness study which will test out the extent to which PEP improves mental health literacy
Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD
BackgroundAmong children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children.AimsTo explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported a…
The Incredible Years(R) Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being
BackgroundTeaching is a stressful occupation with poor retention. The Incredible Years(R) Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health.AimsIn this paper, we evaluate whetherTCMmay lead to changes in te…
The Association Between Socioeconomic Disadvantage and Attention Deficit/Hyperactivity Disorder (ADHD)
Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD
BackgroundAmong children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children.AimsTo explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported a…
The Incredible Years(R) Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being
BackgroundTeaching is a stressful occupation with poor retention. The Incredible Years(R) Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health.AimsIn this paper, we evaluate whetherTCMmay lead to changes in te…
The Association Between Socioeconomic Disadvantage and Attention Deficit/Hyperactivity Disorder (ADHD)
The Incredible Years(R) Teacher Classroom Management programme and its impact on teachers' professional self-efficacy, work-related stress, and general well-being
BackgroundTeaching is a stressful occupation with poor retention. The Incredible Years(R) Teacher Classroom Management (TCM) programme is a training programme that research has demonstrated may be an effective intervention for improving children's mental health, but little research has explored any impacts there may be on the teachers' own professional confidence and mental health.AimsIn this paper, we evaluate whetherTCMmay lead to changes in te…
Childhood psychopathology mediates associations between childhood adversities and multiple health risk behaviours in adolescence
BACKGROUND: Childhood adversity strongly predicts adolescent multiple health risk behaviours (MRBs) such as alcohol/tobacco use, self-harm and physical inactivity, and both adversities and MRBs are associated with premature mortality and several chronic health conditions that are among the leading causes of death in adults. It is therefore important to understand the relationship between adversities and MRBs and what could mediate any association…
A process evaluation of a peer education project to improve mental health literacy in secondary school students
This study will enable us to refine the logic model underpinning the peer education project and identify areas of the intervention that can be improved. Findings will also inform the design of a future effectiveness study which will test out the extent to which PEP improves mental health literacy
Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD
BackgroundAmong children aged 6-16, there is a clear association between attention-deficit/hyperactivity disorder (ADHD) symptoms and academic attainment. We wanted to know whether this association was replicated in younger children.AimsTo explore the relationship between children aged 4-8 with probable ADHD and their academic attainment and school attendance. Secondly, the study aimed to explore their behaviour within school and their reported a…
Annual Research Review
Parent-carer experiences using a peer support network
PM was perceived to be beneficial as a multi-component peer support service which increases parenting self-efficacy and empowerment, reduces isolation, improves access to services, and is tailored to individual needs. Parent-carers reported benefits in parenting and wellbeing practices. The development of a refined logic model will inform a future study of the effectiveness of PM on parent-carer outcomes
Educational experiences of young people with ADHD in the UK
BACKGROUND: Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools. METHODS: In this secondary analysis of qualitative data, we used The…
Assessing the Feasibility of a Peer Education Project to Improve Mental Health Literacy in Adolescents in the UK
Many mental health problems begin in adolescence and occur on a spectrum of severity: early recognition and intervention is important. This study is a quantitative feasibility study of the Mental Health Foundation's Peer Education Project (PEP). Attrition, psychometric properties of questionnaires, indications of improvement on a range of outcomes, and sample size required for a powered trial of effectiveness were assessed. 203 students completed…
The relationship between type, timing and duration of exposure to adverse childhood experiences and adolescent self‐harm and depression
BACKGROUND: Adverse childhood experiences (ACEs) are well-established risk factors for self-harm and depression. However, despite their high comorbidity, there has been little focus on the impact of developmental timing and the duration of exposure to ACEs on co-occurring self-harm and depression. METHODS: Data were utilised from over 22,000 children and adolescents participating in three UK cohorts, followed up longitudinally for 14-18 years: th…
Key Research Questions to Support Neurodiversity in Higher Education
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most …
What Next for Trauma-Informed Education Research? A Research Prioritisation Exercise with Young People as Informants
The online version contains supplementary material available at 10.1007/s40653-025-00711-3
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
Reliability, Validity, and Acceptability of the Scope Classroom Observation Code (SCOC) to Identify Attention Deficit Hyperactivity Disorder (ADHD)‐Related Behaviours in UK Primary Schools
ADHD is a prevalent disorder that impacts academic and social functioning in childhood. Teachers often struggle to identify ADHD. This study evaluated the Scope Classroom Observation Checklist's (SCOC) reliability, validity, and acceptability as a potential screening measure for school staff to identify ADHD characteristics. Parents and teachers completed the Attention‐Deficit/Hyperactivity Disorder Rating Scale‐5 (ADHD‐RS‐5). Those who scored ≥ …
Psychology (11 works) · Medicine (9 works) · Psychiatry (5 works) · Attention Deficit Hyperactivity Disorder (4 works) · Clinical Psychology (4 works) · Medical education (4 works) · Intervention (counseling (3 works) · Mental health (3 works) · Nursing (3 works) · Qualitative research (3 works)