Instead of organising a set of book reviews by colleagues for this special issue of the journal, we've decided to present an annotated bibliography of recent e-resources related to the issue of violence in schools. We hope you will enjoy this departure from convention in this issue of the journal.

This is our second publication with this section in our journal which encourages and welcomes applied practice contributions from colleagues. These papers have an applied focus with scope for colleagues to offer work such as:

• Evaluations of practice, even if these are not methodologically at the standard required for contributions to the main journal (e.g., no control group),

• Conceptual reviews with implications for practice,

• Linked case studies in therapeutic and learning and behaviour areas of intervention,

• Reports from presentations and adapted student assignments,

• Research work put forward for psychologists' registration requirements.

In light of recent evidence suggesting the academic benefits of personal best (PB) goals for students with attention-deficit/hyperactivity disorder (ADHD), this article explores practical approaches to implementing PB goals in the counselling and classroom context. Beginning with a brief summary of how and why PB goals impact academic outcomes and the relevance of this to students with ADHD, concrete steps to implementing PB goals are described. Following this, the broader concept of academic growth is discussed, along with some guidance as to how to operationalise growth approaches with students. Taken together, a greater focus on academically at-risk students’ personal trajectories is suggested as a potentially fruitful approach to enhancing their educational outcomes.