COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

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Dr Darren Moore

Dr Darren Moore

Lecturer

 7405

 +44 (0) 1392 727405

 North Cloisters NC 135

 

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

 Office hours:

My office hours vary each week, please contact me to arrange a mutually convenient time.

I have been teaching in the Graduate 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 lead the Secondary Science PGCE and also lead modules on the MA Education and MA Education Online programmes. I supervise doctoral and masters level students. I am a member of the Centre for Special Educational Needs and Disability and the Centre for Social Mobility.

My research interests focus broadly on school mental health. This spans social,emotional and mental health as a special educational need, the impact of mental ill health on school attendance and outcomes, how schools can identify and treat mental health difficulties, teachers mental health and wellbeing and how schools enact mental health and wellbeing policy and practice. I am also interested in educational transitions, parental engagement in learning, behaviour in school, clinical education, reflective practice and the involvement of practitioners in generating and prioritising research ideas.

I have previously taught undergraduate level research methods modules and use a wide range of methods in my own work. For instance, recent papers of mine feature meta-analysis and primary qualitative research. I have worked on numerous systematic reviews and have led several reviews and trained others in systematic review methods. 

Qualifications

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

Research

Research interests

  • School mental health
  • Special educational needs and disability
  • Child and adolescent mental health
  • Behaviour in schools
  • Teacher education
  • Educational transitions
  • School-home relationships and parental engagement

Research projects

  • HTA - 14/157/06: Improving the mental health of children and young people with long term conditions: Linked evidence syntheses.

Research grants

  • 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

Key publications



Moore D, Nunns M, Shaw L, Rogers M, Walker E, Ford T, Garside R, Ukoumunne O, Titman P, Shafran R, et al (In Press). Improving the mental health of children and young people with long term conditions: Linked evidence syntheses. Health Technology Assessment Full text.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (In Press). School‐based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education Full text.
Anderson JK, Ford T, Soneson E, Thompson-Coon J, Humphrey A, Rogers M, Moore D, Jones PB, Clarke E, Howarth E, et al (2018). 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. Psychological Medicine Full text. DOI.
Nunns M, Mayhew D, Ford T, 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. Psychooncology, 27(8), 1889-1899. Abstract.  Author URL.  Full text. DOI.
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.  Full text. DOI.
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. Full text. DOI.

Publications by category


Journal articles

Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (In Press). Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education Full text.
Moore D, Nunns M, Shaw L, Rogers M, Walker E, Ford T, Garside R, Ukoumunne O, Titman P, Shafran R, et al (In Press). Improving the mental health of children and young people with long term conditions: Linked evidence syntheses. Health Technology Assessment Full text.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (In Press). School‐based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education Full text.
Anderson JK, Ford T, Soneson E, Thompson-Coon J, Humphrey A, Rogers M, Moore D, Jones PB, Clarke E, Howarth E, et al (2018). 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. Psychological Medicine Full text. DOI.
Nunns M, Mayhew D, Ford T, 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. Psychooncology, 27(8), 1889-1899. Abstract.  Author URL.  Full text. DOI.
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. DOI.
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.  Full text. DOI.
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. Full text. DOI.
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). Full text. DOI.
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, 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. DOI.
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.  Full text. DOI.
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.  Full text. DOI.
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.  Full text. DOI.
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. Full text. DOI.
Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279-300. Full text. DOI.
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. Full text. DOI.
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.  Full text. DOI.
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)  Publisher URLFull text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.
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. Full text.

Publications by year



In Press

Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (In Press). Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education Full text.
Moore D, Nunns M, Shaw L, Rogers M, Walker E, Ford T, Garside R, Ukoumunne O, Titman P, Shafran R, et al (In Press). Improving the mental health of children and young people with long term conditions: Linked evidence syntheses. Health Technology Assessment Full text.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (In Press). School‐based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods. Review of Education Full text.

2018

Anderson JK, Ford T, Soneson E, Thompson-Coon J, Humphrey A, Rogers M, Moore D, Jones PB, Clarke E, Howarth E, et al (2018). 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. Psychological Medicine Full text. DOI.
Nunns M, Mayhew D, Ford T, 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. Psychooncology, 27(8), 1889-1899. Abstract.  Author URL.  Full text. DOI.

2017

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. DOI.
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.  Full text. DOI.
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. Full text. DOI.
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). Full text. DOI.

2016

Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, 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. DOI.
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.  Full text. DOI.
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.  Full text. DOI.
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.  Full text. DOI.
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. Full text. DOI.

2015

Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: grounds for conflict. British Journal of Special Education, 42(3), 279-300. Full text. DOI.
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. Full text. DOI.
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.  Full text. DOI.
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)  Publisher URLFull text. DOI.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2015). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews. J Atten Disord Abstract.  Author URL.  Full text. DOI.

2014

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. Full text.

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External Examiner Positions

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

PGCE Secondary Science

MA Education (Special Educational Needs)

MA Education (Online)

MSc Clinical Education

Postdoctoral researchers

  • Hind Almutairi
  • Sara Binammar

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