Caroline Bond
Biographic Data
| ID | 6155075 |
|---|---|
| NAME | Caroline Bond |
| GIVEN NAMES | Caroline |
| FAMILY NAME | Bond |
| SIGNATURE | BOND C |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-6960-605X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
School is their whole world’
As front‐line observers and active participants in pupils' daily lives, teachers closely monitor pupils' social interactions, emotional states and behavioural changes. Their unique perspective enables them to detect problems in the social lives of their pupils that may not be immediately visible to peers, parents or mental health professionals. The current study captures the perspectives of 16 teachers (8 from England and 8 from China) on pupil l…
“You Could Sit and Think, I’m Not Alone with This”
Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project designed to support families in the North of England. Multi-professional stakeholder planning meetings decided the outcome of the proj…
‘After a long period of being in hibernation – These little green shoots were growing’. Lived experiences of effective support for autistic young people who have experienced extended school nonattenda…
Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participat…
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…
Loneliness and teacher-student relationships in children and adolescents
This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34-17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and meas…
We want it to be a culture”
Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and chang…
The role that schools hold in supporting young people with selective mutism
Schools are expected to hold an increasingly central role in co‐ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Educatio…
The experience of transitioning to adulthood for young people on the autistic spectrum in the UK
Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School P…
Autistic girls and emotionally based school avoidance
School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13–15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re…
The implementation of Lego ® ‐Based Therapy in two English mainstream primary schools
Small‐group interventions are often used in schools to support the development of children’s social skills. One such intervention, Lego ® ‐Based Therapy (LBT), is increasingly popular internationally in schools. Although LBT has an emerging evidence‐base, there is limited research exploring effective LBT implementation. An in‐depth, exploratory multiple‐case study design was used to explore the process of LBT assimilation in two English mainstrea…
Characteristics of effective small group social skill interventions in mainstream primary education
Mainstream primary and elementary schools are increasingly involved in delivering small group social skill interventions for pupils with special needs, particularly in the light of the evidence indicating the impact of social skill competency on later life outcomes. Despite significant investment by schools in training and resources to implement these interventions, very little is currently understood about the characteristics of effective small …
Autistic girls and emotionally based school avoidance
School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13–15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re…
Characteristics of effective small group social skill interventions in mainstream primary education
Mainstream primary and elementary schools are increasingly involved in delivering small group social skill interventions for pupils with special needs, particularly in the light of the evidence indicating the impact of social skill competency on later life outcomes. Despite significant investment by schools in training and resources to implement these interventions, very little is currently understood about the characteristics of effective small …
The implementation of Lego ® ‐Based Therapy in two English mainstream primary schools
Small‐group interventions are often used in schools to support the development of children’s social skills. One such intervention, Lego ® ‐Based Therapy (LBT), is increasingly popular internationally in schools. Although LBT has an emerging evidence‐base, there is limited research exploring effective LBT implementation. An in‐depth, exploratory multiple‐case study design was used to explore the process of LBT assimilation in two English mainstrea…
The role that schools hold in supporting young people with selective mutism
Schools are expected to hold an increasingly central role in co‐ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Educatio…
The experience of transitioning to adulthood for young people on the autistic spectrum in the UK
Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School P…
Autistic girls and emotionally based school avoidance
School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13–15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re…
We want it to be a culture”
Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and chang…
‘After a long period of being in hibernation – These little green shoots were growing’. Lived experiences of effective support for autistic young people who have experienced extended school nonattenda…
Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participat…
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…
Loneliness and teacher-student relationships in children and adolescents
This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34-17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and meas…
“You Could Sit and Think, I’m Not Alone with This”
Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project designed to support families in the North of England. Multi-professional stakeholder planning meetings decided the outcome of the proj…
School is their whole world’
As front‐line observers and active participants in pupils' daily lives, teachers closely monitor pupils' social interactions, emotional states and behavioural changes. Their unique perspective enables them to detect problems in the social lives of their pupils that may not be immediately visible to peers, parents or mental health professionals. The current study captures the perspectives of 16 teachers (8 from England and 8 from China) on pupil l…
Psychology (10 works) · Child and Adolescent Psychosocial and Emotional Development (9 works) · Social Psychology (7 works) · Developmental psychology (6 works) · Pedagogy (6 works) · Medicine (5 works) · Sociology (5 works) · Thematic analysis (5 works) · Autism Spectrum Disorder Research (4 works) · Early Childhood Education and Development (4 works)