Robin Banerjee

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Professor of Developmental Psychology

University of Sussex

United Kingdom

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Robin Banerjee is a Professor of Developmental Psychology at the University of Sussex, UK. His research interests encompass emotional adjustment, peer relationships, and the impact of various social factors on children's development. He has published articles on topics such as theory of mind development, well-being in educational settings, and the influence of music on academic achievement. His work also addresses mental health issues among young people, including the effects of COVID-19 on university students.

Recent Grants

Grant: Close

Voice and sex stereotypes: a developmental perspective

Open Date: 2017-01-01

Close Date: 2020-01-01

Grant: Close

Shared training and assessment for well-being in looked-after children

Open Date: 2017-01-01

Close Date: 2018-01-01

Grant: Close

Pre-morbid school functioning and trajectories of mental health and social disability in adolescence and young adulthood

Open Date: 2017-01-01

Close Date: 2021-01-01

Grant: Close

PRODIGY: Prevention of long term social disability amongst young people with emerging severe mental illness: A randomised controlled trial

Open Date: 2015-01-01

Close Date: 2019-01-01

Grant: Close

Beating the Odds: Implementation of an Early Help Assessment Framework in Brighton & Hove

Open Date: 2015-01-01

Close Date: 2017-01-01

Articles (14)

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2025

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2021

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2020

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2020

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2020

Collaborators (14)

Peter Harris

University of Sussex

UNITED KINGDOM

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Alan Garnham

University of Sussex

UNITED KINGDOM

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Robin Banerjee

Research Interests

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About

Recent Grants

Articles (14)

Emotional adjustment and peer relationships: The role of behavioural reputation and classroom social climate

Do Conversations and Mental States Independently Influence Theory of Mind Development in Primary School Children? A Training Study

Well-being package for foster carers and teachers of looked-after children aged 8 to 11 years: the STrAWB feasibility RCT

Music always helps: Associations of music subject choices with academic achievement in secondary education

“We Have a Voice. We Exist.”: Value of Basic Needs Satisfaction for Well‐Being and Goal Development in Inclusive Theater Spaces for Young People

Predictors of COVID-19 anxiety in UK university students

Quiet time via transcendental meditation in secondary school pupils with special educational needs: effects on well-being and behaviour

The development of explicit occupational gender stereotypes in children: Comparing perceived gender ratios and competence beliefs

A conceptual replication study of a self-affirmation intervention to improve the academic achievement of low-income pupils in England

Social recovery therapy for young people with emerging severe mental illness: the Prodigy RCT

Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence

Theory of mind and peer relationships: The role of social anxiety

Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America

Television exposure, consumer culture values, and lower well‐being among preadolescent children: The mediating role of consumer‐focused coping strategies

Collaborators (14)

Peter Harris

Alan Garnham

Maruša Levstek

David Fowler

Rebecca Morris

Andrew Cook

Beng Huat See

Matthew Easterbrook

Helen Trivedi

Mark Wright

Valentina Cartei, Canessa-Pollard

Garry Barton

Matthew Woolgar

Nadia Siddiqui

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