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. Within this paper, our concerns relate specifically to the impact of this culture of performativity on the wellbeing of staff who work in UK higher education institutions.

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’ perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice. Sample: Participants ( n  =   126) comprised selected pupils, aged 11–14 (52 males; 74 females), who completed the 10 week programme (Pyramid group) and a non‐intervention comparison group. Club leaders ( n  =   23) were trained, Pyramid volunteers. Methods: A mixed‐methods design was implemented. The Strengths and Difficulties Questionnaire ( SDQ ), informant‐rated version (Goodman, 1997, J Child Psychol Psychiat , 38, 581) and self‐report version (Goodman, Meltzer, & Bailey, 1998, Europ Child Adolesc Psychiatry , 7, 125), was used to measure socio‐emotional well‐being: pre‐club (baseline assessment), post‐test (within 2 weeks of programme completion), and at 12‐month follow‐up (informant‐rated version only). Focus groups were conducted separately with Pyramid pupils and Club leaders. Results: Findings from informants and self‐reports identified significant improvements for the Pyramid group in total difficulties and on pertinent SDQ subscales (e.g., emotional symptoms and peer relationship problems) at post‐test. Improvements were sustained at 12‐month follow‐up. Comparison pupils demonstrated minimal change over time. Thematic analysis of qualitative data supported the quantitative findings and provided valuable insights into the Pyramid Club experience. Conclusions: Findings contribute to evidence‐based, preventative models for the early adolescent population and support the social validity of Pyramid Club.

In the aftermath of a global health pandemic, youth mental health is a public-health emergency. The acceleration of digital technologies, catalysed by COVID-19, has seen the growing significance of online support and social media for promoting health behaviours. This exploratory study utilised a participatory-action research (PAR) design to investigate adolescents’ (N = 10; aged 16–18) perceptions and experiences of social media with respect to mental-wellbeing content. Data were collected using a focus-group method. Young people (YP) also evaluated digital resources adapted from the Super Skills for Life (SSL-A) intervention. Thematic analysis elicited three thematic categories: young people’s relationship with social media, perceptions and experiences of support pathways, and cultivating mental-health and wellbeing provision for a digital generation. Findings revealed that YP were discerning digital citizens and willing to use technologies for support. Although exposure to social-media images and videos can convey social norms and shape normative perceptions of healthy wellbeing, mental-health literacy was a critical factor prompting change. Future co-production research is needed to design, develop, and evaluate digital resources adapted from evidence-based programmes to contribute to hybrid models of mental-wellbeing provision that can offer YP timely and appropriate support and a choice of delivery modalities.

Children and young people (CYP) with special educational needs and disabilities (SEND) comprise over 1.6 million pupils in classrooms in England. However, evidence suggests pupils’ learning and wellbeing needs are often missed or unmet and legislation designed to increase families’ decision-making in education provision has not been translated into practice. The current participatory action research study investigated the perceptions and experiences of a specific population of SEND pupils in mainstream schooling—CYP with 22q11.2 deletion syndrome (22q). Participants included existing and previous mainstream pupils and their parents (n = 8 parent−CYP dyads). Data were collected through semi-structured interviews, and a hybrid inductive-deductive thematic analysis was conducted. Five superordinate themes were generated: minding the gaps in school support; my mental wellbeing story; power and influence; getting it wrong: failing CYP and families; and getting it right: from surviving to thriving. Findings provided authentic insights into the lived experiences of support for CYP with 22q which resonate with the wider SEND population. These findings can help to inform more inclusive practice in mainstream settings. An affirmative model which places SEND pupils and parents at the heart of meaningful reform is urgently needed in schools. Collaborative work among all key stakeholders is paramount to ensure that strategies are genuinely co-produced, co-owned and robustly evidence-based.

Families affected by 22q11.2 deletion syndrome (22q) face complex health and mental health challenges, yet their lived experiences, particularly within the UK, remain underexplored. This study aimed to understand how families navigate care systems, mental health provision, and the transition to adulthood. Using a participatory action research (PAR) framework, five young adults with 22q and six parents were interviewed, with a steering group co-developing the research questions to ensure relevance and accessibility. Thematic analysis revealed five key themes: lack of professional awareness and diagnostic delays; fragmented and generic care pathways; emotional burden of parental advocacy; systemic gaps during transition to adulthood; and the enabling role of supportive relationships and environments. These experiences highlight a need for holistic, collaborative models of care, improved professional training, and inclusive support systems tailored to the unique needs of individuals with 22q. By centring family voices, this study offers critical insights into systemic barriers and facilitators in the UK, with implications for policy, practice, and future research.

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 its infancy. The implementation of hybrid solutions is challenging due to the complexity and diversity of institutions; however, important lessons can be learned from the switch to online teaching and the integration of digital technologies during the transition process. This paper explores staff experiences of transition through the pandemic using interpretive phenomenological analysis (IPA). Semi-structured interviews were conducted with three teaching academics from English universities. Analysis yielded four group experiential themes: Transition was a traumatic process; Relationships as a source of support and strain; Opportunities for learning and growth; and Surviving and inspiring the mental wellbeing environment. Key findings revealed the switch to online working presented unique stressors, while relationships were pivotal for navigating transition and healthy personal development. Findings can inform transition guidance including the integration of hybrid pathways to support mental wellbeing for the whole learning community.