Pyramid Club Secondary is a targeted schools-based intervention for young people aged 11 to 14 years old who are identified as being quiet, shy, and behaviourally more likely to internalise. It is delivered by trained leaders to classrooms of up to 12 young people, for a period of 10 weeks.
The information above is as offered/supported by the intervention provider.
11 to 14 years old
Group
Pyramid Clubs are specialised interventions aimed at supporting children who are shy, quiet, withdrawn, or experiencing anxiety in school or home environments. There are three variations of the intervention, each designed for a different age group or stage of development: Pyramid Club (Primary), Pyramid Club (Secondary), and Pyramid Club (Transition). We have evaluated each of these versions separately to account for their distinct target populations and implementation.
Pyramid Club (Secondary) is a targeted school-based intervention for children aged 11 to 14 years old aimed at improving socio-emotional competencies in shy or anxious young people. Activities include circle time, arts and crafts, games, and snack time, designed to boost social skills, self-esteem, and emotional regulation.
Pyramid Clubs incorporate circle time for group discussions, creative art and craft activities, team-based games fostering collaboration, and food preparation to build practical skills, celebrate cultural diversity, and understand individual preferences.
11 to 14 years old
Secondary school children considered shy or quiet and prone to internalising problems.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Internalising symptoms (e.g. shyness, sensitivity, and social withdrawal) in childhood are predictors of future psychological issues such as anxiety and depression
Children with internalising problems are also more likely to experience long-term negative life outcomes such as poor school achievement, relationship difficulties, and job instability.
Science-based assumption
Strong socio-emotional competences will enable children and young people to achieve their full potential in school and in life.
Science-based assumption
Children aged 11 to 14 at risk of internalising problems (shyness, social withdrawal, emotional vulnerability).
Intervention
Pyramid clubs allow children to observe and practise coping skills, and encourage effective social interaction with both peers and adults, developing increased socio-emotional competence.
Short-term
Improved emotional self-management, competence and coping strategies.
Medium-term
Reduction in internalising symptoms (shyness, social withdrawal, emotional difficulties)
Enhanced peer relationships and social interactions
Increased confidence and resilience
Better school engagement and academic performance
Long-term
Reduced likelihood of mental health problems
Reduced failure in school
Reduced likelihood of job instability.
Children in the early stages of secondary school (aged 11 to 14 years old) who are considered shy or quiet and prone to internalising problems.
Pyramid Club (Secondary) is delivered in 10 sessions of 1.5 hours’ duration each by three practitioners, to groups of eight to 12 young people.
Pyramid Clubs begin and end with circle time. Circle time takes the form of collaborative group discussions which give children the opportunity to listen and speak. Clubs involve art and craft, which provides the opportunity to be creative. Games are played, which are typically team-based and promote negotiation and collaboration. Food preparation and sharing is also a core activity, which provides opportunities to develop skills, acknowledge different cultures, and understand people’s likes and dislikes.
The practitioner who delivers this intervention is a trained school or voluntary organisation staff member or volunteer.
School or voluntary organisation staff have 10 hours of intervention training, and volunteers have 15 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by one external supervisor, with six hours of intervention training.
Intervention fidelity is maintained through the following processes:
Contact person: Bronach Hughes
Organisation: University of West London
Email address: pyramid@uwl.ac.uk
Website: www.uwl.ac.uk/pyramid
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Pyramid Club Secondary’s most rigorous evidence comes from one quasi-experimental design study conducted in the United Kingdom, consistent with Foundations’ Level 2 evidence strength threshold.
This study identified statistically significant reductions in emotional symptoms, total difficulties, peer relationship problems, and statistically significant improvements in prosocial behaviour.
Pyramid Club Secondary has preliminary evidence of improving a child outcome, but we cannot be confident that the intervention caused the improvement.
| Identified in search | 2 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 1 |
| Study design | QED (Quasi Experimental Design) |
| Country | United Kingdom |
| Sample characteristics | The study involved 66 pupils aged 11 to 14 years old from eight co-educational secondary schools in England and Wales. |
| Race, ethnicities, and nationalities |
|
| Population risk factors | The participants were selected based on socio-emotional needs, specifically targeting shy, withdrawn, or anxious students |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None |
| Study rating | 2 |
| Citations | Jayman, M., Ohl, M., Hughes, B. & Fox, P. (2018) Improving socio-emotional health for pupils in early secondary education with Pyramid: A school-based, early intervention model. British Journal of Educational Psychology. 89 (1), 111–130. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Jayman, M., Ohl, M., Hughes, B. & Fox, P. (2014) Improving the socio-emotional health of young people in early secondary education: Preliminary findings from a study of the Pyramid intervention project. In Health & Mental Resilience: An Interdisciplinary Approach, 26-27 Sep 2014, Krakow, Poland. (Unpublished)
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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