Engaging with bilingual parents, students and teachers with little awareness of the benefits of bilingualism has initiated a search for factors resulting in the low value attached to certain types of bilingualism. Working on the hypothesis that prevalent practice is influenced more by attitudes to bilingualism rather than relevant research and pedagogical theory, this research focuses on attitudes. This small-scale qualitative study conducted with a group of London headteachers provides an insight into the attitudes to bilingualism and how they impact on policy and practice in schools with significant proportions of multilingual learners. It also raises the question if schools which claim to support multilingual students in realising their full potential can achieve that without including home languages as an integral part of learning.

Purpose: This paper aims to inform the development of policies and programmes to support children and young people's emotional wellbeing and mental health. It seeks to bring together findings both from recent systematic reviews, and from individual evaluation studies which have adopted a relatively rigorous methodology but whose findings have not to date been included in such analyses. Research undertaken in England is to be prioritised, to complement an existing evidence base comprised largely of findings from US‐based research. Design/methodology/approach: Using five key search strategies, studies were categorised into three main categories – “demonstrably effective approaches”, “promising approaches” and “approaches for which there is little or no supporting evidence” – according to robustness of evidence. Overall, 171 potentially relevant studies were identified, with 20 of these being robust enough for inclusion in the final review. Findings: In schools, sustained broad‐based mental health promotion programmes combined with more targeted behavioural and cognitive‐behavioural therapy (CBT) for those children with identifiable emotional wellbeing and mental health needs, offer evidence of a demonstrably effective approach. Early and brief intervention programmes which reduce waiting times for services appear promising approaches and seem to reduce the number of sessions a family require. There is a reasonably strong evidence base to support targeted work with both parents and children. Practical implications: By providing a detailed description of the successful initiatives reviewed, this paper should help policy‐makers and practitioners to develop their work. Originality/value: By complementing the relatively narrow evidence base offered by systematic reviews, this more broadly based review offers policy‐makers and practitioners in England an up‐to‐date, context‐relevant guide for programme development within this field.

Abstract: 'Miss, who needs the languages ofimmigrants?' : A study in attitudes to bilingualism in England and Wales A question put to me in a London school by a Kurdish and Arabic speaking student, a recent arrival from Iraq, encapsulates the research questions ofthis thesis. Working and engaging with bilingual young people, who are unable to see the value of languages other than English in a global city such as London, has been the driving force ofthis research. As part of a cycle of several studies on attitudes to bilingualism of different sections of society in England and Wales, it contributes to a wider search for factors that create perceptions like the one chosen as the title quote. This study seeks to gain an insight into attitudes that politicians, policy makers and key professionals have in relation to bilingualism, as evidenced in the data collected. As a smallscale qualitative study it focuses on the context ofEngland and Wales. The main body of data is collected in interviews, while a search ofthe Hansard Parliamentary debate records provides the additional data. The dichotomy between the discourses of our culture and our economy exposes the complexity of issues around the definition ofBritishness, contemporary British multicultural society and economic globalisation. 'Our culture' has a very exclusive definition in the community of politicians: only languages indigenous to the British Isles matter to the British culture. It differs greatly from the discourse of'our economy' . The potential economic value that minority languages have is emphasised by all interviewees, with a common agreement that this area has not yet been explored well, especially by the Government. The argument developed throughout this study exposes multiple types of educational inequality and social injustice embedded in this dichotomy.