University of Manchester
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Alexandra Hennessey

0000-0002-9341-4709

Education; Psychology

Manchester

I currently work as a Lecturer on the Masters Psychology of Education programme in the Manchester Institute of Education at The University of Manchester. My research interests span the development and social cognition in children and young people. My particular interests include: social and emotional learning and wellbeing; the impact they have on education and achievement; the role they play in supporting children in school; as well as how we can facilitate and support the development of these in education settings. I been involved in a numerous large scale research projects that have evaluated the impact of education initiatives on both academic outcomes and pupil wellbeing. I have led and contributed to a wide range of school-based research projects in MIE including those funded by the National Institute for Health and Care Excellence, the National Institute for Health and Care Research, and the Education Endowment Foundation.

Publications

  • Children and young people’s perceptions of social, emotional, and mental wellbeing provision and processes in primary and secondary education
  • Prevalence and Social Inequality in Youth Loneliness in the UK
  • Implementation Matters: Using Complier Average Causal Effect Estimation to Determine the Impact of the Promoting Alternative Thinking Strategies (PATHS) Curriculum on Children’s Quality of Life
  • Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum
  • Game on - complier average causal effect estimation reveals sleeper effects on academic attainment in a randomized trial of the Good Behavior Game
  • Investigating the relationship between trait and ability Emotional Intelligence and Theory of Mind
  • The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT
  • Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities
  • Lies, damned lies and statistics? Reliability and personal accounts of smoking among young people
  • Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum
  • The identification of special educational needs and the month of birth: Differential effects of category of need and level of assessment
  • Why Machiavellianism matters in childhood: The relationship between children’s Machiavellian traits and their peer interactions in a natural setting
  • Relationships between self-esteem and smoking experimentation in childhood
  • Developing positive school-home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND)
  • Relationships between Machiavellianism, emotional intelligence and theory of mind in children
  • Investigating hypervigilance for social threat of lonely children
  • Implicit alcohol-aggression scripts and alcohol-related aggression on a laboratory task in 11- to 14-year-old adolescents
  • The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities: A multi-level analysis
  • Alcohol-related image priming and aggression in adolescents aged 11-14
  • A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum
  • A natural variation study of engagement and confidence among parents of learners with special educational needs and disabilities (SEND)
  • Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities
  • Investigating the relationship between trait and ability emotional intelligence and theory of mind
  • The impact of Promoting Alternative Thinking Strategies (PATHS) on loneliness in school-children: Results from a randomised controlled trial in the UK.
  • The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT
  • A Global Longitudinal Study Examining Social Restrictions Severity on Loneliness, Social Anxiety, and Depression
  • Good Behaviour Game Evaluation report and executive summary
  • A randomised controlled trial of the Nextdoor Kind Challenge: a study protocol
  • Promoting Alternative Thinking Strategies (PATHS): Evaluation report and Executive summary
  • Machiavellianism, emotional intelligence and theory of mind
  • Treatment Effect Modifiers in a Randomized Trial of the Good Behavior Game During Middle Childhood
  • Beyond “what works”: A mixed‐methods study of intervention effect modifiers in the Good Behavior Game
  • Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum
  • Game Over? No Main or Subgroup Effects of the Good Behavior Game in a Randomized Trial in English Primary Schools
  • The Impact of Promoting Alternative Thinking Strategies (PATHS) on Loneliness in Primary School Children: Results From a Randomized Controlled Trial in England
  • Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades
  • Using Creative Approaches and Facilitating Remote Online Focus Groups With Children and Young People: Reflections, Recommendations and Practical Guidance
  • School Profiles: Ten accounts of supporting wellbeing in a school community
  • An evaluation of the Well Schools community whole school approach for supporting teacher and student wellbeing: a mixed-method ecological case study approach.
  • Working Memory Training: Mechanisms, Challenges and Implications for the Classroom
  • School Profiles:
  • ‘It's scary starting a new school’: Children and young people's perspectives on wellbeing support during educational transitions
  • “We want it to be a culture”: children and young people’s perceptions of what underpins and undermines education-based wellbeing provision
  • Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example
  • Cannabis use amongst students attending an alternative provision in the United Kingdom

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Co-workers & collaborators

Sarah MacQuarrie

Senior Lecturer

Sarah MacQuarrie

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