Michelle Jayman
Biographic Data
| ID | 5707755 |
|---|---|
| NAME | Michelle Jayman |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Jayman |
| SIGNATURE | JAYMAN M |
| AFFILIATIONS | University of Roehampton |
| ORCID | 0000-0003-0277-4344 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Fostering healthy schools for students with Send through co-production: Creating an educational toolkit to support young people with 22q11.2 deletion syndrome
Children and young people with 22q11.2 deletion syndrome (22q) face unique educational and wellbeing challenges that are often poorly understood in mainstream schools. This participatory action research (PAR) aimed to produce a practical, school-based toolkit to support the needs of pupils with 22q with a focus on wellbeing and inclusive practice. Participants included educational professionals ( N = 7), young people with 22q and their parents ( …
Improving the Employability and Wellbeing of Care-Experienced Young People: Initial Findings from the I-CAN Project
Background: Care-experienced young people face an elevated risk of experiencing disadvantages across manifold domains, including health, housing, education, and employment. There is a dearth of accessible interventions targeted at this population to help them navigate the ‘cliff-edge’ transition to adulthood and improve their life chances. The 8-week I-CAN programme was designed to address the provision gaps and support care-experienced young peo…
Creating Mentally Healthy Universities: Lessons from Staff Experiences of Transition through the Covid-19 Pandemic
The COVID-19 pandemic generated unprecedented challenges for educators world-wide. University teaching staff were forced to rapidly adapt to virtual classrooms during lockdown and the return to campus has seen continuing flux. Poor student mental wellbeing is a major concern and although nascent digital mental health interventions can increase reach and augment in-person services, research on the effectiveness of digital interventions is still in…
Tipping point: The staff wellbeing crisis in higher education
This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Wi…
Improving socio‐emotional health for pupils in early secondary education with Pyramid: A school‐based, early intervention model
BACKGROUND: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. AIMS: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' percepti…
No prominent works on this page.
Improving socio‐emotional health for pupils in early secondary education with Pyramid: A school‐based, early intervention model
BACKGROUND: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. AIMS: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' percepti…
Tipping point: The staff wellbeing crisis in higher education
This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Wi…
Creating Mentally Healthy Universities: Lessons from Staff Experiences of Transition through the Covid-19 Pandemic
The COVID-19 pandemic generated unprecedented challenges for educators world-wide. University teaching staff were forced to rapidly adapt to virtual classrooms during lockdown and the return to campus has seen continuing flux. Poor student mental wellbeing is a major concern and although nascent digital mental health interventions can increase reach and augment in-person services, research on the effectiveness of digital interventions is still in…
Fostering healthy schools for students with Send through co-production: Creating an educational toolkit to support young people with 22q11.2 deletion syndrome
Children and young people with 22q11.2 deletion syndrome (22q) face unique educational and wellbeing challenges that are often poorly understood in mainstream schools. This participatory action research (PAR) aimed to produce a practical, school-based toolkit to support the needs of pupils with 22q with a focus on wellbeing and inclusive practice. Participants included educational professionals ( N = 7), young people with 22q and their parents ( …
Improving the Employability and Wellbeing of Care-Experienced Young People: Initial Findings from the I-CAN Project
Background: Care-experienced young people face an elevated risk of experiencing disadvantages across manifold domains, including health, housing, education, and employment. There is a dearth of accessible interventions targeted at this population to help them navigate the ‘cliff-edge’ transition to adulthood and improve their life chances. The 8-week I-CAN programme was designed to address the provision gaps and support care-experienced young peo…
Psychology (4 works) · Clinical Psychology (3 works) · Medicine (3 works) · Pedagogy (3 works) · Clinical Psychology (2 works) · Developmental psychology (2 works) · Focus group (2 works) · Mental health (2 works) · Psychiatry (2 works) · Social Psychology (2 works)