Suicide is the leading cause of death among young people (YP) in the UK, yet few school-based prevention programs have been tested in real-world settings. Guided by international best practice, this study qualitatively explored experiences of implementing a Multi-modal Approach to Preventing Suicide in Schools (MAPSS), to understand workshop facilitators, school staff, and YP’s experiences, perceived value and contextual factors influencing adoption and delivery . Qualitative data were collected through semi-structured interviews with YP (N = 6), school staff (N = 10), and workshop facilitators (N = 2). Focus groups were also conducted with YP (N = 25) following participation in the suicide prevention workshop. Thematic framework analysis was used to analyse the data. Findings were explored in relation to barriers and facilitators to implementation across multiple levels: classroom/individual, school, intervention and wider community. Themes included engagement, accessibility and relatability; implementation challenges; risk and responsibility; program design and engagement; and building awareness for early intervention and stigma. MAPSS was perceived as acceptable, safe, beneficial and feasible in school settings, though logistical challenges remain. Insights from multiple stakeholders highlight important considerations for refining and scaling school-based suicide prevention programs in the UK.
Case conceptualization is a foundational skill for effective assessment practice in school psychology; however, it is often underemphasized in graduate training, particularly in relation to data integration and interpretation. This study examined the use of collaborative, cross-cohort case conceptualization groups as a training approach to support school psychology graduate students’ assessment-related self-efficacy. Participants included second-year practicum students and third-year interns enrolled in a graduate school psychology program who participated in structured case conceptualization groups over one academic year. Using a concurrent triangulation mixed-methods design, students completed pre- and post-intervention surveys assessing confidence in test selection, data interpretation, integration of assessment data, and development of recommendations, along with open-ended reflections. Quantitative results indicated significant increases across all areas of perceived assessment confidence following participation in the groups. Qualitative findings supported these results and revealed developmental shifts in students’ professional language, problem-solving approaches, and emerging professional identities. Practicum students moved from broad enthusiasm to more specific discussions of assessment practice, while interns described growth in facilitation, consultation, and professional reasoning. Findings indicate that collaborative case conceptualization groups are a promising instructional strategy for strengthening assessment-related self-efficacy and supporting cross-cohort learning in school psychology training programs.
Resilience, work engagement, and professional quality of life have been widely studied among mental health professionals; however, evidence regarding school psychologists in Greece is lacking. School psychologists operate in demanding educational settings characterized by high workloads and limited resources, yet their well-being remains largely understudied. The present study examined, for the first time, the interrelations between resilience, professional quality of life, and work engagement among school psychologists working in Greece. A total of 355 participants (91.5
Parents play a critical role in helping their children cope with school bullying, and their responses to such incidents can have significant consequences—either exacerbating or mitigating the impact of the bullying. It is therefore important to understand the factors that shape parents’ responses to their children’s experiences of school bullying victimization. The current study examines parents’ own history of school bullying victimization as a predictor of their intentions to use various coping strategies in response to their children's victimization. Specifically, the study investigates whether parent–teacher interaction mediates this relationship and whether parental resilience serves as a moderator. Using a quantitative approach, a questionnaire was administered to 1,172 parents of school-aged children. In line with the hypotheses, parents’ history of bullying victimization was negatively associated with their intention to provide support to their child—a strategy considered adaptive—and positively associated with their intention to use maladaptive coping strategies, including retaliation, avoidance, and self-blame. Furthermore, parent–teacher interaction mediated the association, and parental resilience moderated it. These findings may inform the development of more effective, parent-focused anti-bullying interventions.
Although research supports using repeated reading interventions to improve reading fluency for in-person administrations, this study examines the effects of a remotely administered (i.e., video conference) repeated reading intervention on reading fluency. We used a non-concurrent single-case research design with five elementary-aged students who exhibited reading fluency scores below the 25th percentile at pretest. Regarding participant demographics, four participants received special education services, and one was served entirely through general education. The first and second authors trained graduate students to implement the intervention. Overall, participants made gains in reading fluency with a large effect size (PAND = 0.8). In addition, we found high levels of procedural fidelity. Participants’ parents reported high levels of acceptability and feasibility of the remotely administered intervention and felt optimistic about continuing the intervention procedures after the study ended. This project provides initial support for remote repeated reading. Future research may wish to examine larger sample sizes and deploy a randomized control design.
