Hello, Nicole Gelfert here. I am a second-year PhD student at DECIPHer at Cardiff University, which is the academic home of the School Health Research Network (SHRN).
My doctoral research aims to better understand pupil behavioural issues and to identify practical approaches for schools and policymakers to support pupils more effectively.
My research is divided into three phases, each contributing to a more comprehensive understanding of learners’ needs and the realities of school contexts.
1️⃣ Phase One
Using data from the School Health and Well-being Survey, I am currently completing the first phase of my research, which examines the risk factors and trends associated with pupil behavioural issues in secondary schools in Wales.
2️⃣ Phase Two
Later this summer, I will invite maintained secondary schools to take part in the second phase of my research, which will include focus groups with school staff and interviews with Year 10 pupils. SHRN data informed the decision to engage with Year 10 pupils, as this year group has consistently shown the highest proportion of pupils reporting high or very high levels of behavioural difficulties between 2019 and 2023 (Public Health Wales and the School Health Research Network, 2025).
The aim of both the focus groups and interviews is to understand the experiences and perspectives of members of the school community in relation to pupil behaviour, and to identify policies and practices that are both practical and acceptable to staff and pupils.
3️⃣ Phase Three
The final phase of my research will involve consulting with key stakeholders to develop guidance resources based on findings from the first two phases of the study. These resources will support schools and policymakers to better understand pupils’ needs and improve practice and policy moving forward.
🔎 From Educator to Researcher
Before starting my doctorate, I spent 20 years working in colleges and universities in the United States, including roles with significant pastoral responsibility. During this time, there were notable changes in learners’ needs, particularly in relation to mental health and well-being.
Although the institutions I worked in were committed to developing responsive initiatives and innovative programmes, it was often difficult to embed evidence-informed practices. Research frequently lagged behind the day-to-day realities of campus life and student needs. Even as an experienced practitioner, I increasingly encountered new and challenging issues and, at times, felt unprepared and overwhelmed.
In conversations with school leaders and teachers, I realised that my experience was not unique. Schools continue to grapple with complex and evolving pupil needs alongside many competing demands. Ultimately, my desire to develop evidence-informed resources to help school leaders and teachers feel more confident and less overwhelmed when supporting mental health and well-being led me to pursue a PhD. I want to contribute to research that is useful to schools and helps create environments in which learners can thrive.