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University of Exeter Medical School

Dr Kate Allen

Dr Kate Allen

Research Fellow

 South Cloisters 2.05


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


Kate Allen is a Research Fellow in the Children and Young People’s Mental Health Research Collaboration (ChYMe) and currently works on a UKPRP-funded project called Kailo. Kailo is a framework which aims to support communities in understanding and addressing the underlying determinants of adolescent mental health. Currently, Kailo is being implemented in two sites: Northern Devon and Newham. Kate is working with colleagues at Exeter and UCL on a realist evaluation of Kailo to examine how Kailo works, for whom, and under what circumstances. Kate also works on several other projects including CHANGESLAC Transition Hub and Becoming A Man (BAM)

Kate recently completed her NIHR Applied Research Collaboration South West Peninsula (PenARC) PhD examining interventions that might have combined impacts on parental domestic violence and abuse, parental mental ill-health, and parental substance misuse. Her work has a strong focus on families, considering how adverse childhood experiences (ACEs) cluster and how we might work to improve support for families experiencing clustered-risk. Prior to her PhD, Kate worked on a number of research projects involving children and families, including a large randomised controlled trial and process evaluation evaluating the effectiveness of a teacher classroom management course.


  • PhD in Medical Studies, University of Exeter
  • BSc (1st Class Hons) Psychology, University of Lincoln


Kate graduated with a 1st class honours degree in Psychology from the University of Lincoln in 2010. Following this, she worked at the University of Nottingham, the University of Exeter Medical School, and the University of Exeter Sports Science Department. Kate completed her PenARC-funded PhD in Medical Studies at the University of Exeter in April 2023 and currently works as a Research Fellow in the Children and Young People’s Mental Health Research Collaboration (ChYMe).


Research group links

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Research projects

Current research:

  • Research Fellow: Kailo. July 2023 – Present.

Previous research:

Research grants:


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Journal articles

Allen K, Melendez-Torres GJ, Ford T, Bonell C, Berry V (2024). Experiences of current UK service provision for co-occurring parental domestic violence and abuse, mental ill-health, and substance misuse: a reflexive thematic analysis. Children and Youth Services Review, 158
Sáenz AA, Burn A-M, Allen K, Hansford L, Hayes R, Allwood M, Longdon B, Price A, Ford T (2024). Teachers’ views on the sustainability of the Incredible Years Teacher Classroom Management programme: a one-year qualitative follow-up study. Emotional and Behavioural Difficulties, 1-14.
Saenz AA, Burn A-M, Allen K, Hansford L, Hayes R, Allwood M, Longdon B, Price A, Ford TJ (2023). 3.58 Teachers’Perceptions on the Sustainability of the Incredible Years Teacher Classroom Management Program: a One-Year Qualitative Follow-up Study. Journal of the American Academy of Child & Adolescent Psychiatry, 62(10).
Harris DJ, Allen KL, Vine SJ, Wilson MR (2023). A systematic review and meta-analysis of the relationship between flow states and performance. International Review of Sport and Exercise Psychology, 16(1), 693-721. Abstract.
Allen K, Harris D, Arthur T, Wood G, Buckingham G (2023). Investigating how prior knowledge influences perception and action in developmental coordination disorder. Q J Exp Psychol (Hove) Abstract.  Author URL.
Hobbs T, Santana De Lima E, Bevington D, Preece C, Allen K, Barna P, Berry V, Booker T, Davies K, Davis G, et al (2023). Kailo: a systemic approach to addressing the social determinants of young people’s mental health and wellbeing at the local level. Wellcome Open Research, 8, 524-524. Abstract.
Green F, Axford N, Eastmond N, Berry V, Mannes J, Allen K, Callaghan L, Hobbs T (2023). Transporting an Evidence-based Youth Development Program to a New Country: a Narrative Description and Analysis of Pre-implementation Adaptation. J Prev (2022), 44(6), 729-747. Abstract.  Author URL.
Allen K, Melendez-Torres GJ, Ford T, Bonell C, Finning K, Fredlund M, Gainsbury A, Berry V (2022). Family focused interventions that address parental domestic violence and abuse, mental ill-health, and substance misuse in combination: a systematic review. PLoS One, 17(7). Abstract.  Author URL.
Allen K, Hansford L, Hayes R, Longdon B, Allwood M, Price A, Byford S, Norwich B, Ford T (2022). Teachers' views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial. Br J Educ Psychol, 92(3), 1160-1177. Abstract.  Author URL.
Arthur T, Harris D, Allen K, Naylor C, Wood G, Vine S, Wilson M, Tsaneva-Atanasova K, Buckingham G (2021). Visuo-motor attention during object interaction in children with developmental coordination disorder. Cortex Abstract.  Author URL.
Allen K, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2020). Teachers’ perceptions of the impact of the Incredible Years<sup>®</sup> Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology, 90(S1), 75-90. Abstract.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.
Allwood M, Allen K, Price A, Hayes R, Edwards V, Ball S, Ukoumunne OC, Ford T (2018). The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool. Emotional and Behavioural Difficulties, 23(4), 361-371. Abstract.
Price A, Allen K, Ukoumunne OC, Hayes R, Ford T (2017). Examining the psychological and social impact of relative age in primary school children: a cross-sectional survey. Child Care Health Dev, 43(6), 891-898. Abstract.  Author URL.
Allen K, Marlow R, Edwards V, Parker C, Rodgers L, Ukoumunne O, Chan Seem E, Hayes R, Price A, Ford T, et al (2017). ‘How I feel About My School’: the construction and validation of a measure of wellbeing at school for primary school children. Clinical Child Psychology and Psychiatry, 55


Buckingham G, Allen K, Vine SJ, Harris DJ, Wood G, Tsaneva-Atanasova K, Wilson MR (2019). Investigating How Prior Knowledge Influences Perception and Action in Developmental Coordination Disorder.  Author URL.


Axford N, Berry V, Callaghan L, Allen K, Cartwright L, Bates R, Rybczynska-Bunt S, Horrell J, Liabo K (2024). Transition Hub for Children Looked After: Feasibility and pilot study report., Youth Endowment Fund.

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