Mental health support for young people in schools
Evidence suggests that the decline of psychological wellbeing in schools has accelerated since the Covid-19 pandemic. How can we best support students individually and equitably?
This POST note examines the biological basis of ageing, the potential to manipulate the ageing process and to use such knowledge to promote better health later in life.
The Ageing Process and Health (338 KB , PDF)
DOI: https://doi.org/10.58248/PN571
Biological ageing results from the accumulation of damage within cells, leading to a loss of function and, ultimately, cell death. The underlying mechanisms of ageing are also risk factors in the onset of frailty, disability and long-term disease. This POSTnote examines the biological basis of ageing, the potential to manipulate the ageing process and to use such knowledge to promote better health later in life.
Acknowledgements
POSTnotes are based on literature reviews and interviews with
a range of stakeholders and are externally peer reviewed.
POST would like to thank interviewees and peer reviewers
for kindly giving up their time during the preparation
Dr Aoife Kidy (Alzheimer’s Society)
Dr Mathew Norton (Alzheimer’s Research UK)
Professor Wolf Reik (Babraham Institute)
Dr Jon Houseley (Babraham Institute)
Dame Linda Partridge (University College London)
Professor Lynne Cox (University of Oxford)
Catherine Joynson (Nuffield Council of Bioethics)
Professor Diana Kuh (University College London)
Professor Martin Knapp (London School of Economics)
Professor Mark Hanson (University of Southampton)
Gareth Giles (University of Southampton)
Dr Chandni Jacobs (University of Southampton)
Professor Thomas Von Zglinicki (Newcastle University)
Professor John Mathers (Newcastle University)
Professor Thomas Kirkwood (Newcastle University)
Dr João Pedro de Magalhães (Univesity of Liverpool)
Dr Alison Tedstone (Public Health England)
The Ageing Process and Health (338 KB , PDF)
Evidence suggests that the decline of psychological wellbeing in schools has accelerated since the Covid-19 pandemic. How can we best support students individually and equitably?
This POSTnote considers support available for neurodivergent children and young people in healthcare and education, and barriers to accessing that support.
This POSTnote examines the relationship between debt and mental health, alongside risk factors and policy considerations for support and interventions.