Liam O'HAre

Crescendo is a music-based social and emotional learning (SEL) programme designed for primary/elementary school children living in disadvantaged communities. It is a community-led, orchestra-delivered, and evidence-informed initiative aimed at improving children’s musical and SEL outcomes through sustained engagement. Children growing up in socioeconomically disadvantaged areas often experience challenges with SEL and limited access to orchestral music education. However, emerging research suggests a relationship between music participation and SEL development. This study evaluated the initial impact of Crescendo on 559 children aged 5–6 in their first year of participation (Year 1 of 7). A quasi-experimental, rolling cohort design compared pupils in four participating Crescendo schools with pupils in four matched control schools not receiving the programme. Outcome measures included music skills (beat, pitch, and reaction to music) and SEL (behavioural self-regulation). The findings indicated significant positive effects of the programme across all outcome domains, with moderate effects observed in self-regulation (Cohen’s d = 0.29) and reaction to music (Cohen’s d = 0.21) compared to control schools. These results suggest that collaboration between orchestral musicians and educators can positively influence young children’s musical and SEL development in resource-constrained settings. The findings also underscore the importance of clearly defined programme models to support replication and scalability.

Transitioning to higher education can be challenging for neurodivergent students and they can be particularly vulnerable to experiencing stress in this new environment, resulting in higher levels of non-completion. To address this issue, this study details the co-design of a support programme for neurodivergent students in higher education. It used logic modelling workshop methodology to identify the short-term and long-term outcomes, activities and resources required for implementation. The logic model was produced during a workshop that involved a range of stakeholders, including researchers, neurodivergent and neurotypical students and disability service staff at an Irish university. The qualitative data were analysed through thematic analysis and three key outcomes were generated from the logic modelling process: ‘connectedness’, ‘knowledge and awareness of neurodiversity’ and ‘empowerment’. The main activities desired by stakeholders included one-to-one mentoring and group-based mentoring, which would allow neurodivergent students to establish new friendships and develop a sense of belonging within the university. The implementation factors identified were providing a dedicated space and mentor pairing. A key finding was that stakeholders did not favour traditional peer mentoring labels of ‘mentor’ and ‘mentee’. Instead, students preferred the development of a symbiotic co-mentoring relationship between peers, with both participants being referred to as ‘mentors’. Lay Neurodivergent students may require support with the social aspects of university life. Peer mentoring describes a relationship where a more experienced student helps a less experienced student by providing advice, support and knowledge. It is an effective way to support students’ transition to higher education. This study involved a wide range of stakeholders including neurodivergent students, neurotypical students, disability service staff and researchers in the design of a peer mentoring programme called Synapse . A visual representation of the proposed programme (i.e. logic model) was produced during a workshop with the stakeholders. This visual showed the key outcomes or aims of the programme that was agreed upon by the stakeholders. The workshop was audio recorded and the transcripts were analysed to highlight the main conversation themes. Stakeholders stated that neurodivergent students wanted to feel more connected to others at the university to develop a sense of belonging, they also wanted people to learn more about neurodiversity to reduce stigma and finally, they wanted to feel empowered to take control of their lives and have a voice in decision-making. The two preferred activities of the programme were one-to-one and group mentoring. Uniquely, the participants were concerned with traditional terminology around peer mentoring, in particular the terms mentor and mentee, as it inferred an unequal power dynamic in a relationship. The stakeholders believed that students in the Synapse programme should be valued and treated equally, regardless of diagnosis or experience. Therefore, all members of the Synapse programme were paired within a co-mentoring relationship.

Recent work outlines definitions of social prescribing, but the role of a social prescribing link worker (SPLW) remains ill defined. Core components of the role must be clarified to enable the study of its impact in connecting people to community‐based support and subsequent outcomes. This review compiles and summarises published information on the SPLW role. A scoping review was completed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis for Scoping Review. Suitable online databases were searched using identified terms, a review of the reference lists of identified papers was completed and relevant grey literature was identified through Google Scholar. Relevant reports from UK‐based social prescribing networks and government organisations were gathered. Eligibility of each paper was determined based on the specified criteria. Inclusion criteria were identified using the PCC (Population; Concept; Context) framework. Of the 251 search results originally identified, 15 peer‐reviewed papers met the criteria for inclusion. Five additional published reports from government and community organisations and networks were identified. Data were extracted and collated in tabular form. Thematic data analysis highlighted four common themes clarifying the role of the SPLW and identifying improvements required to advance social prescribing referral processes. (1) SPLW works in collaboration with the participant, to identify personal needs and goals, and monitors progress over time. (2) SPLW connects service users to community/statutory support. (3) SPLW views health in a holistic manner. (4) The importance of training for SPLWs, and those referring into the system, to improve the referral process. Disparity in language and roles is evident, making it difficult to describe and compare the role across social prescribing services. The importance of training is outlined, and training recommendations are made. Additional effort is needed to clarify the role, impact and training requirements within social prescribing, to strengthen the evidence base, and allow applicability and transferability across services.

Introduction: The main aim of this pilot study was to compare the efficacy of using different spaced learning models during school examination revision on pupil attainment. Spaced learning is using intervals between periods of learning rather than learning content all at one time.Methods: Three spaced learning models with different inter-study intervals (ISI’s) were co-designed by teachers and researchers using research evidence and practice knowledge. A pilot randomized controlled trial compared the three ISI models against control groups in 12 UK secondary schools’ science classes (pupil n = 408). The effects on attainment of each model were assessed using pre and post-tests of science attainment.Results: The results showed that all three models were feasible for use in a classroom. The spacing model using ISI of 24-h spaces between and 10-min spaces within revision sessions was the only significant one for improving attainment against a control group (effect size d = 0.19, p = SMART Spaces 24/10 model.

Background: The need to engage boys in gender-transformative relationships and sexuality education (RSE) to reduce adolescent pregnancy is endorsed by the World Health Organization and the United Nations Educational, Scientific and Cultural Organization. Objectives: To evaluate the effects of If I Were Jack on the avoidance of unprotected sex and other sexual health outcomes. Design: A cluster randomised trial, incorporating health economics and process evaluations. Setting: Sixty-six schools across the four nations of the UK. Participants: Students aged 13–14 years. Intervention: A school-based, teacher-delivered, gender-transformative RSE intervention (If I Were Jack) versus standard RSE. Main outcome measures: Self-reported avoidance of unprotected sex (sexual abstinence or reliable contraceptive use at last sex) after 12–14 months. Secondary outcomes included knowledge, attitudes, skills, intentions and sexual behaviours. Results: The analysis population comprised 6556 students: 86.6% of students in the intervention group avoided unprotected sex, compared with 86.4% in the control group {adjusted odds ratio 0.85 [95% confidence interval (CI) 0.58 to 1.26], p = 0.42}. An exploratory post hoc analysis showed no difference for sexual abstinence [78.30% intervention group vs. 78.25% control group; adjusted odds ratio 0.85 (95% CI 0.58 to 1.24), p = 0.39], but more intervention group students than control group students used reliable contraception at last sex [39.62% vs. 26.36%; adjusted odds ratio 0.52 (95% CI 0.29 to 0.920), p = 0.025]. Students in schools allocated to receive the intervention had significantly higher scores on knowledge [adjusted mean difference 0.18 (95% CI 0.024 to 0.34), p = 0.02], gender-equitable attitudes and intentions to avoid unintended pregnancy [adjusted mean difference 0.61 (95% CI 0.16 to 1.07), p = 0.01] than students in schools allocated to receive the control. There were positive but non-significant differences in sexual self-efficacy and communication skills. The total mean incremental cost of the intervention compared with standard RSE was £2.83 (95% CI –£2.64 to £8.29) per student. Over a 20-year time horizon, the intervention is likely to be cost-effective owing to its impact on unprotected sex because it would result in 379 (95% CI 231 to 477) fewer unintended pregnancies, 680 (95% CI 189 to 1467) fewer sexually transmitted infections and a gain of 10 (95% CI 5 to 16) quality-adjusted life-years per 100,000 students for a cost saving of £9.89 (95% CI –£15.60 to –£3.83). Limitations: The trial is underpowered to detect some effects because four schools withdrew and the intraclass correlation coefficient (0.12) was larger than that in sample size calculation (0.01). Conclusions: We present, to our knowledge, the first evidence from a randomised trial that a school-based, male engagement gender-transformative RSE intervention, although not effective in increasing avoidance of unprotected sex (defined as sexual abstinence or use of reliable contraception at last sex) among all students, did increase the use of reliable contraception at last sex among students who were, or became, sexually active by 12–14 months after the intervention. The trial demonstrated that engaging all adolescents early through RSE is important so that, as they become sexually active, rates of unprotected sex are reduced, and that doing so is likely to be cost-effective. Future work: Future studies should consider the longer-term effects of gender-transformative RSE as students become sexually active. Gender-transformative RSE could be adapted to address broader sexual health and other settings. Trial registration: This trial is registered as ISRCTN10751359. Funding: This project was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (PHR 15/181/01) and will be published in full in Public Health Research; Vol. 11, No. 8. See the NIHR Journals Library website for further project information.

Background: Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension. Aims: This paper uses two large cluster randomized controlled trials of similar reciprocal reading interventions implemented in different ways to compare their effectiveness. Sample: The two interventions had the same teacher professional development, reciprocal reading activities and dosage/exposure, but varied in their implementation, with one delivered as a whole‐class (‘universal’) version for pupils aged 8–9 years and the other a small group (‘targeted’) version for pupils aged 9–11 years with specific comprehension difficulties. Methods: Two large‐scale cluster RCTs were conducted in 98 schools with N = 3699 pupils in the universal trial and N = 1523 in the targeted trial. Results: Multi‐level models showed significant effects for the targeted version of the intervention on pupil reading comprehension ( g = .18) and overall reading ( g = .14). No significant effects were found for the whole class version. A sub‐group analyses of disadvantaged pupils showed the targeted intervention's effects were even larger on reading comprehension ( g = .25). Conclusions: The evidence suggested that this reciprocal reading intervention worked best when implemented in small groups and targeted for pupils with specific comprehension difficulties and particularly for pupils in disadvantaged circumstances. Comments: This evaluation shows that even if a reading comprehension intervention is underpinned by strong theory and evidence‐based practice, its effectiveness can still depend on implementation choices.

Introduction This research investigates how community-led organisations’ (CLOs’) use of assets-based approaches improves health and well-being, and how that might be different in different contexts. Assets-based approaches involve ‘doing with’ rather than ‘doing to’ and bring people in communities together to achieve positive change using their own knowledge, skills and experience. Some studies have shown that such approaches can have a positive effect on health and well-being. However, research is limited, and we know little about which approaches lead to which outcomes and how different contexts might affect success. Methods and analysis Using a realist approach, we will work with 15 CLOs based in disadvantaged communities in England, Scotland and Northern Ireland. A realist synthesis of review papers, and a policy analysis in different contexts, precedes qualitative interviews and workshops with stakeholders, to find out how CLOs’ programmes work and identify existing data. We will explore participants’ experiences through: a Q methodology study; participatory photography workshops; qualitative interviews and measure outcomes using a longitudinal survey, with 225 CLO participants, to assess impact for people who connect with the CLOs. An economic analysis will estimate costs and benefits to participants, for different contexts and mechanisms. A ‘Lived Experience Panel’ of people connected with our CLOs as participants or volunteers, will ensure the appropriateness of the research, interpretation and reporting of findings. Ethics and dissemination This project, research tools and consent processes have been approved by the Glasgow Caledonian University School of Health and Life Sciences Ethics Committee, and affirmed by Ethics Committees at Bournemouth University, Queen’s University Belfast and the University of East London. Common Health Assets does not involve any National Health Service sites, staff or patients. Findings will be presented through social media, project website, blogs, policy briefings, journal articles, conferences and visually in short digital stories, and photographic exhibitions.

This chapter uses the Crescendo programme in West Belfast, Northern Ireland, to evidence the potential of music education programmes for creating positive social impact in disadvantaged communities through improving music and social and emotional outcomes of children and their families. It also highlights how important it is to consider the sociocultural contexts in which music education programmes are created. Furthermore, it suggests that rigorous programme design and evaluation methods (both quantitative and qualitative) as well as an understanding of implementation fidelity might be required to ensure music programmes are effective in their social impact.