This synthesis reflects the first overview of qualitative evidence regarding stigmatising experiences and concerns associated with students' engagement with targeted school-based mental health interventions. The findings should inform efforts for mitigating stigma-related barriers to students' engagement in targeted mental health support, and serve to guide future research in this area.

Qualitative research is a broad term encompassing many methods. Critiques of the field of qualitative research argue that while individual studies provide rich descriptions and insights, the absence of connections drawn between studies limits their usefulness. In response, qualitative meta‐synthesis serves as a design to interpret and synthesise qualitative findings across individual studies. More than a broad summary, meta‐syntheses do not aim merely to summarise all available data; rather, qualitative meta‐syntheses present new perspectives on topics through interpreting findings from different qualitative studies to create ‘third‐level’ findings for the advancement of both knowledge and theory. The diversity of opinion on qualitative meta‐synthesis is mirrored in its practice. Several different approaches to qualitative meta‐synthesis have emerged, with most connected to the meta‐ethnographic procedures originally outlined in 1988. This paper: (1) discusses the key philosophical and methodological issues in the literature on qualitative meta‐synthesis, (2) highlights key methods that are used in qualitative meta‐synthesis, and (3) offers an overview of where the field is going. Examples from the last four years of qualitative meta‐syntheses highlight some of this design's current contributions and future usefulness for research in the field of education.

Indonesia to help inform the development of an anti-bullying intervention for adolescents in Indonesia. BS and EN have no conflict of interest to declare.

The version presented here may differ from the published version. If citing, you are advised to consult the published version for pagination, volume/issue and date of publication Psychological distress amongst primary school teachers: a comparison with clinical and population samples

Sexual violence among higher education institution (HEI) students is a growing public health concern. To date, there is little evidence on how to effectively prevent sexual violence among this demographic. This study is the first systematic review to meta-analyze all available evidence for risk and protective factors of sexual violence perpetrated by men at HEIs. We searched four electronic databases and multiple gray literature sources. We screened studies using prespecified selection criteria for the sample (HEI students who identify as men), outcome (sexual violence perpetration against peers), and study design (quantitative and longitudinal). Longitudinal studies provide the most rigorous available evidence on risk and protective factors. We identified 16 studies and meta-analyzed eight different risk factors: alcohol consumption, hostility toward women, delinquency, fraternity membership, history of sexual violence perpetration, rape myth acceptance, age at first sex, and peer approval of sexual violence. We deemed included studies to have a varied risk of bias and the overall quality of evidence to range from moderate to high. History of sexual violence perpetration (perpetration prior to entering an HEI) emerged as the strongest predictor of sexual violence perpetration at HEIs, complicating the notion that HEI environments themselves foster a culture of sexual violence. Peer support for sexual violence predicted perpetration while individual rape-supporting beliefs did not. Our findings suggest that interventions targeting peer norms (e.g., bystander interventions) and early sexual violence prevention and consent interventions for high school and elementary school students could be effective in reducing and preventing sexual violence at HEIs.

Children's early problematic behaviour correlates with later deviant behaviour. The Incredible Years Teacher Classroom Management (IY TCM) programme trains teachers in proactive strategies to disrupt patterns of negative child behaviour. This mixed methods systematic review applies multilevel meta‐analysis and qualitative meta‐synthesis to answer: What is known about the effectiveness of IY TCM, and how do people experience the programme and its effects? We included RCTs comparing IY TCM against treatment‐as‐usual/wait‐list controls and interview/focus group studies with stakeholders. We pooled effect sizes using multilevel meta‐analysis and applied grounded theory analysis to qualitative data. We used framework analysis and integrative grids for cross‐synthesis. Nine studies from England, Ireland, Jamaica, the United States and Wales were included. IY TCM significantly reduced teachers’ use of negative classroom management strategies and reduced conduct problems among high‐risk children. No significant effects were found for improving child prosocial behaviours. Qualitative findings illuminated iterative learning processes between the individual and group and identified a wider range of perceived benefits than was measured in trials. Cross‐synthesis demonstrates both harmonious overlap and gaps from differing research priorities. IY TCM presents an opportunity to lessen violence in schools, leading to improved learning environments for all. It reduced teachers’ negative classroom management practices and high‐risk children's aggressive/non‐compliant behaviours. Experiential data mirrors these findings and expands upon them with a wide range of perceived benefits, demonstrating IY TCM is acceptable and enjoyable. Future quantitative research should seek to test the processes produced in the qualitative meta‐synthesis, to better understand mechanisms of change.

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data come from telephone interviews with six SENCos from the UK's South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.

Further research in internet sex-seeking among men who have sex with men is required, particularly as internet-enabled sexual sociality continues to evolve. Internet-based health promotion may wish to target person-level features instead of encounter-specific characteristics.