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University of Exeter Medical School

Dr Anna March

Dr Anna March

Research Fellow

 South Cloisters 2.05


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


Anna is a Research Fellow in the Children and Young People's Mental Health Research Collaboration (ChYMe). She is working with Vashti Berry on Kailo, a research and design initiative supporting local communities to co-design strategies to improve adolescent mental health. This project uses realist evaluation methods and has a particular focus on addressing the underlying social drivers of poor adolescent mental health.

Before joining ChYMe, Anna worked mainly on evaluations of universal mental health and wellbeing programmes in schools. Her PhD looked at the sustainability of school-based interventions, exploring the complexity of school settings and the challenges around creating wider system change.

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Research interests

Anna is interested in prevention and early intervention in the field of children and young people’s mental health, both in school settings and the wider community. She is particularly interested in research approaches that acknowledge the complexity of introducing interventions to different contexts, as well as exploring ways to generate sustainable system change.

Research projects


Past projects:

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Journal articles

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.
Town R, Hayes D, March A, Fonagy P, Stapley E (2023). Self-management, self-care, and self-help in adolescents with emotional problems: a scoping review. European Child & Adolescent Psychiatry Abstract.
Hayes D, Mansfield R, Mason C, Santos J, Moore A, Boehnke J, Ashworth E, Moltrecht B, Humphrey N, Stallard P, et al (2023). The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review. European Child & Adolescent Psychiatry Abstract.
March A, Stapley E, Hayes D, Town R, Deighton J (2022). Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: a Systematic Review. International Journal of Environmental Research and Public Health, 19(6), 3587-3587. Abstract.
Moore A, Bertotti M, Hanafiah A, Hayes D (2022). Factors affecting the sustainability of community mental health assets: a systematic review. Health Soc Care Community, 30(6), e3369-e3383. Abstract.  Author URL.
March A, Ashworth E, Mason C, Santos J, Mansfield R, Stapley E, Deighton J, Humphrey N, Tait N, Hayes D, et al (2022). ‘Shall We Send a Panda?’ a Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. International Journal of Environmental Research and Public Health, 19(6), 3367-3367. Abstract.
Mansfield R, Humphrey N, Patalay P, Moore A, Stapley E (2021). Adaptation of a school-based mental health literacy curriculum: from Canadian to English classrooms. Global Mental Health, 8 Abstract.
Demkowicz O, Ashworth E, Mansfield R, Stapley E, Miles H, Hayes D, Burrell K, Moore A, Deighton J (2020). Children and young people’s experiences of completing mental health and wellbeing measures for research: learning from two school-based pilot projects. Child and Adolescent Psychiatry and Mental Health, 14(1). Abstract.
Hayes D, Moore A, Stapley E, Humphrey N, Mansfield R, Santos J, Ashworth E, Patalay P, Bonin E-M, Moltrecht B, et al (2019). Promoting mental health and wellbeing in schools: examining Mindfulness, Relaxation and Strategies for Safety and Wellbeing in English primary and secondary schools: study protocol for a multi-school, cluster randomised controlled trial (INSPIRE). Trials, 20(1). Abstract.
Hayes D, Moore A, Stapley E, Humphrey N, Mansfield R, Santos J, Ashworth E, Patalay P, Bonin E, Evans-Lacko S, et al (2019). School-based intervention study examining approaches for well-being and mental health literacy of pupils in Year 9 in England: study protocol for a multischool, parallel group cluster randomised controlled trial (AWARE). BMJ Open, 9(8), e029044-e029044. Abstract.
Moore A, Stathi S (2019). The impact of feminist stereotypes and sexual identity on feminist self-identification and collective action. The Journal of Social Psychology, 160(3), 267-281.

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