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School of Education

Dr Darren Moore

Dr Darren Moore

Senior Lecturer

 D.Moore@exeter.ac.uk

 7405

 +44 (0) 1392 727405

 North Cloisters NC 135

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK


Overview

I am an interdisciplinary researcher and educator specialising in children and young people’s mental health, implementation in education and attention-deficit/ hyperactivity disorder. My research work is broadly focused on wellbeing in education, additional learning needs and implementation in schools. This includes topics such as social, emotional and mental health as a special educational need; behaviour in schools; workload and burnout; professional development; teachers’ mental health and wellbeing; school mental health and wellbeing policies. I have also researched and written about implementation science applied to schools: school-based interventions for ADHD; mental health and school attendance; schools as complex adaptive systems; involving young people in research; the involvement of practitioners in generating and prioritising research ideas; and inclusive science teaching.

I have been teaching in the School of Education since 2008. Before I started a lectureship in 2017, I taught psychology and researched in a Further Education College, completed my PhD in Education here and have worked as a researcher at the University of Exeter Medical School on projects related to child and adolescent mental health.

I have taught across PGCE, MSc Psychology and MA Education programmes. I currently co-direct our online MSc Psychology Conversion Programme and lead modules on children and young people’s mental health; personality and individual differences; and educational psychology. I supervise doctoral and masters level research students. I am part of the departmental Research Centre for Special Educational Needs, Disability and Inclusive Education (SENDIN) and the inter-disciplinary research network, Children and Young People’s Wellbeing.

I am interested in taking on new doctoral students. Please see my list of interests above and under the Research tab.

I have taught undergraduate and postgraduate research methods and serve as a Methods Editor for the Education Coordinating group of Campbell. I use a wide range of methods in my own work. For instance, I was senior author on an award-winning systematic review on the association between anxiety and poor attendance at school and have published several recent primary qualitative research papers about ADHD.

Qualifications

  • PhD Education, University of Exeter, 2011
  • MSc Educational Research, University of Exeter, 2007
  • BSc (Hons) Psychology, University of Surrey, 2005

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Research

Research interests

  • Wellbeing and education
  • Implementation in schools
  • Special educational needs and disability
  • Attention-deficit/hyperactivity disorder and schools
  • School attendance
  • Behaviour in schools
  • Teacher education and professional development
  • Educational transitions
  • School staff workload and burnout
  • Anxiety
  • Schools as systems

Research grants

  • 2021 Education Endowment Foundation
    Review of evidence on implementation in education
  • 2018 Education Endowment Foundation
    EEF - Review of Evidence on Behaviour
  • 2017 NIHR Health Services and Delivery Research
    Improving the experience of care for people with dementia in hospital: Synthesis of qualitative and quantitative evidence, development of a logic model and co-production of plans for service change
  • 2017 Education Endowment Foundation
    How schools can support parents’ engagement in their children’s learning
  • 2015 National Institute for Health Research HTA Programme
    HTA - 14/157/06: Improving the mental health of children and young people with long term conditions: Linked evidence syntheses

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Publications

Books

Hetherington L, Graham L, Moore D (2024). Learning to Teach Science in the Secondary School., Routledge.

Journal articles

Benham-Clarke S, Ford T, Mitchell S, Price A, Newlove-Delgado T, Blake S, Eke H, Moore D, Russell A, Janssens A, et al (In Press). Role of Education Settings in Transition from Child to Adult Health Services for Young People with ADHD. Journal of Emotional and Behavioural Difficulties
Russell AE, Benham‐Clarke S, Ford T, Eke H, Price A, Mitchell S, Newlove‐Delgado T, Moore D, Janssens A (2023). Educational experiences of young people with <scp>ADHD</scp> in the <scp>UK</scp>: Secondary analysis of qualitative data from the <scp>CATCh‐uS</scp> mixed‐methods study. British Journal of Educational Psychology, 93(4), 941-959. Abstract.
Russell AE, Dunn B, Hayes R, Moore D, Kidger J, Sonuga-Barke E, Pfiffner L, Ford T (2023). Investigation of the feasibility and acceptability of a school-based intervention for children with traits of ADHD: protocol for an iterative case-series study. BMJ Open, 13(2), e065176-e065176. Abstract.
Norwich B, Moore D, Stentiford L, Hall D (2022). A critical consideration of ‘mental health and wellbeing’ in education: thinking about school aims in terms of wellbeing. British Educational Research Journal Abstract.
Abbott RA, Rogers M, Lourida I, Green C, Ball S, Hemsley A, Cheeseman D, Clare L, Moore D, Hussey C, et al (2022). New horizons for caring for people with dementia in hospital: the DEMENTIA CARE pointers for service change. Age and Ageing, 51(9). Abstract.
Russell A, Moore D, Sanders A, Dunn B, Hayes R, Kidger J, Sonuga-Barke E, Pfiffner L, Ford T (2022). Synthesising the existing evidence for nonpharmacological interventions targeting outcomes relevant to young people with ADHD in the school setting: systematic review protocol. Systematic Reviews, 11 Abstract.
Walker E, Shaw E, Nunns M, Moore D, Thompson Coon J (2021). No evidence synthesis about me without me: Involving young people in the conduct and dissemination of a complex evidence synthesis. Health Expect, 24 Suppl 1(Suppl 1), 122-133. Abstract.  Author URL.
Lourida I, Gwernan-Jones R, Abbott R, Rogers M, Green C, Ball S, Hemsley A, Cheeseman D, Clare L, Moore D, et al (2020). Activity interventions to improve the experience of care in hospital for people living with dementia: a systematic review. BMC Geriatr, 20(1). Abstract.  Author URL.
Thompson Coon J, Gwernan-Jones R, Garside R, Nunns M, Shaw L, Melendez-Torres GJ, Moore D (2020). Developing methods for the overarching synthesis of quantitative and qualitative evidence: the interweave synthesis approach. Research Synthesis Methods, 11(4), 507-521. Abstract.
Abbott RA, Moore DA, Rogers M, Bethel A, Stein K, Coon JT (2020). Effectiveness of pharmacist home visits for individuals at risk of medication-related problems: a systematic review and meta-analysis of randomised controlled trials. BMC Health Serv Res, 20(1). Abstract.  Author URL.
Finning K, Ford T, Moore DA, Ukoumunne OC (2020). Emotional disorder and absence from school: findings from the 2004 British Child and Adolescent Mental Health Survey. Eur Child Adolesc Psychiatry, 29(2), 187-198. Abstract.  Author URL.
Gwernan-Jones R, Abbott R, Lourida I, Rogers M, Green C, Ball S, Hemsley A, Cheeseman D, Clare L, Moore DA, et al (2020). The experiences of hospital staff who provide care for people living with dementia: a systematic review and synthesis of qualitative studies. INTERNATIONAL JOURNAL OF OLDER PEOPLE NURSING, 15(4).  Author URL.
Gwernan-Jones R, Lourida I, Abbott RA, Rogers M, Green C, Ball S, Hemsley A, Cheeseman D, Clare L, Moore D, et al (2020). Understanding and improving experiences of care in hospital for people living with dementia, their carers and staff: three systematic reviews. Health Services and Delivery Research, 8(43), 1-248. Abstract.
Thompson‐Coon J, Abbott RA, Lourida I, Gwernan‐Jones R, Rogers M, Cheeseman D, Moore D, Green C, Ball S, Clare L, et al (2020). Understanding and improving the experience of care for people with dementia in hospital: Developing the dementia care pointers for service change. Alzheimer's & Dementia, 16(S7).
Long L, Moore D, Robinson S, Sansom A, Aylward A, Fletcher E, Welsman J, Dean SG, Campbell JL, Anderson R, et al (2020). Understanding why primary care doctors leave direct patient care: a systematic review of qualitative research. BMJ Open, 10(5), e029846-e029846. Abstract.
Anderson JK, Ford T, Soneson E, Coon JT, Humphrey A, Rogers M, Moore D, Jones PB, Clarke E, Howarth E, et al (2019). A systematic review of effectiveness and cost-effectiveness of school-based identification of children and young people at risk of, or currently experiencing mental health difficulties. Psychol Med, 49(1), 9-19. Abstract.  Author URL.
Russell AE, Tay M, Ford T, Russell G, Moore D (2019). Educational practitioners’ perceptions of ADHD: a qualitative study of views of the home lives of children with ADHD in the UK. British Journal of Special Education, 46(1), 8-28. Abstract.
Shaw L, Moore D, Nunns M, Thompson Coon J, Ford T, Berry V, Walker E, Heyman I, Dickens C, Bennett S, et al (2019). Experiences of interventions aiming to improve the mental health and well-being of children and young people with a long-term physical condition: a systematic review and meta-ethnography. Child Care Health Dev, 45(6), 832-849. Abstract.  Author URL.
Moore DA, Nunns M, Shaw L, Rogers M, Walker E, Ford T, Garside R, Ukoumunne O, Titman P, Shafran R, et al (2019). Interventions to improve the mental health of children and young people with long-term physical conditions: linked evidence syntheses. Health Technol Assess, 23(22), 1-164. Abstract.  Author URL.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2019). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord, 23(3), 220-233. Abstract.  Author URL.
Lourida I, Gwernan-Jones R, Abbott RA, Rogers M, Green C, Ball S, Richards D, Hemsley A, Clare L, Llewellyn DJ, et al (2019). P3‐522: IMPROVING THE EXPERIENCE OF CARE FOR PEOPLE WITH DEMENTIA IN HOSPITAL: SYNTHESIS OF QUALITATIVE AND QUANTITATIVE EVIDENCE. Alzheimer's & Dementia, 15(7S_Part_22), p1170-p1170.
Finning K, Ukoumunne OC, Ford T, Danielson-Waters E, Shaw L, Romero De jager I, Stentiford L, Moore D (2019). Review: the association between anxiety and poor attendance at school – a systematic review. Child and Adolescent Mental Health, 24(3), 205-2016. Abstract.
Finning K, Waite P, Harvey K, Moore D, Davis B, Ford T (2019). Secondary school practitioners’ beliefs about risk factors for school attendance problems: a qualitative study. Emotional and Behavioural Difficulties
Finning K, Ukoumunne OC, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore DA (2019). The association between child and adolescent depression and poor attendance at school: a systematic review and meta-analysis. Journal of Affective Disorders, 245, 928-938. Abstract.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (2018). Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education, 6
Ford T, Nunns M, Mayhew D, Rogers M, Curle C, Logan S, Moore D (2018). Effectiveness of nonpharmacological interventions to reduce procedural anxiety in children and adolescents undergoing treatment for cancer: a systematic review and meta-analysis. Psycho-Oncology, 27(8), 1889-1899. Abstract.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (2018). School‐based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education, 6
Watkins R, Goodwin VA, Abbott RA, Backhouse A, Moore D, Tarrant M (2017). Attitudes, perceptions and experiences of mealtimes among residents and staff in care homes for older adults: a systematic review of the qualitative literature. Geriatr Nurs, 38(4), 325-333. Abstract.  Author URL.
Moore DA, Russell AE, Arnell S, Ford TJ (2017). Educators' experiences of managing students with ADHD: a qualitative study. Child: Care, Health and Development, 43(4), 489-498. Abstract.
Mayhew D, Nunns M, Moore D, Ford T (2017). Effectiveness of Non-Pharmacological Interventions to Reduce Procedural Anxiety in Children and Adolescents Undergoing Treatment for Cancer: a Systematic Review and Meta-Analysis. Pediatric Oncall, 14(4).
Finning K, Harvey K, Moore D, Ford T, Davis B, Waite P (2017). Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study. Emotional and Behavioural Difficulties, 23(2), 213-225.
Finning K, Moore D, Ukoumunne OC, Danielsson-Waters E, Ford T (2017). The association between child and adolescent emotional disorder and poor attendance at school: a systematic review protocol. Systematic Reviews, 6(1).
Gwernan-Jones RC, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson Coon JO, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder. Emotional and Behavioural Difficulties, 21(1), 83-100. Abstract.
Moore DA, Whittaker S, Ford TJ (2016). Daily report cards as a school-based intervention for children with attention-deficit/hyperactivity disorder. Support for Learning, 31(1), 71-83. Abstract.
Russell AE, Moore DA, Ford T (2016). Educational practitioners’ beliefs and conceptualisation about the cause of ADHD: a qualitative study. Emotional and Behavioural Difficulties, 1-18. Abstract.
Winstone N, Moore D (2016). Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants. Innovations in Education and Teaching International Abstract.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research. Emotional and Behavioural Difficulties, 21(1), 61-82.
Gwernan‐Jones R, Moore DA, Garside R, Richardson M, Thompson‐Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). <scp>ADHD</scp>, parent perspectives and parent–teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279-300. Abstract.
Coon JT, Gwernan‐Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2015). End‐user involvement in a systematic review of quantitative and qualitative research of non‐pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges. Health Expectations, 19(5), 1084-1097. Abstract.
Newlove-Delgado T, Moore D, Ukoumunne OC, Stein K, Ford T (2015). Mental health related contact with education professionals in the British Child and Adolescent Mental Health Survey 2004. Journal of Mental Health Training, Education and Practice, 10(3), 159-169. Abstract.
Richardson M, Moore D, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado T, Logan S, Morris C, et al (2015). Non pharmacological interventions for Attention Deficit Hyperactivity Disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research. Health Technology Assessment, 19(45)
Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews. ADHD in Practice, 6(4), 4-7.

Chapters

Moore D (2024). Inclusive and adaptive science teaching. In  (Ed) Learning to Teach Science in the Secondary School, Routledge, 238-250.
Hetherington L, Moore D, Graham L (2024). Introduction. In  (Ed) Learning to Teach Science in the Secondary School, Routledge, 1-5.

Conferences

Coon JT, Abbott R, Lourida I, Gwernan-Jones R, Rogers M, Cheeseman D, Moore D, Green C, Ball S, Clare L, et al (2020). IMPROVING THE EXPERIENCE OF CARE FOR PEOPLE WITH DEMENTIA IN HOSPITAL: DEVELOPING THE DEMENTIA CARE POINTERS FOR SERVICE CHANGE.  Author URL.
Thompson-Coon J, Jones RG, Lourida I, Abbott R, Rogers M, Llewellyn D, Green C, Richards D, Ball S, Hemsley A, et al (2019). IMPROVING THE EXPERIENCE OF CARE FOR PEOPLE WITH DEMENTIA IN HOSPITAL: SYNTHESIS OF QUALITATIVE AND QUANTITATIVE EVIDENCE.  Author URL.
Abbott R, Moore D, Rogers M, Bethel A, Thompson-Coon J (2016). OP53 Effectiveness of community pharmacist home visits for vulnerable populations: a systematic review of randomised controlled trials.

Reports

Moore D, Proctor R, Benham-Clarke S, Gains H, Melendez-Torres G, Axford N, Rogers M, Anderson R, Hall D, Hawkins J, et al (2022). Protocol: Review of evidence on implementation in education (Work Package 4).
Moore D, Proctor R, Benham-Clarke S, Gains H, Melendez-Torres G, Axford N, Rogers M, Anderson R, Hall D, Hawkins J, et al (2021). Protocol: Review of evidence on implementation in education (overarching).
Axford N, Berry V, Lloyd J, Moore D, Rogers M, Hurst A, Blockley K, Durkin H (2019). How can Schools Support Parents’ Engagement in their Children’s Learning? Evidence from Research and Practice. Education Endowment Foundation,  London.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation,  https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour.  Author URL.

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External Engagement and Impact

Advice to Government, Parliament, devolved and English regional administrations, other national, international, regional or local agencies; advice to non-government organisations and to private practice

I have advised the Department for Education on several evaluations relating to behaviour, wellbeing in secondary education and SEND professional development.


Editorial responsibilities

Methods Editor - Campbell Systematic Reviews, Education Coordinating Group


External Examiner Positions

External Examiner for Manchester Metropolitan University PGCE Social Sciences, PGCE Psychology and SCITT courses

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Office Hours:

My office hours vary each week, please contact me to find out when upcoming times are.

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