As part of SHRN’s Knowledge Exchange, a big part of what I do is listen to the people working alongside schools every day. Recently, I had the chance to hear from Kim Wilyman, Health and Well-being Promoting Schools Lead (WNHWPS) practitioner for the Vale of Glamorgan, about what this looks like in practice, and how the SHRN partnership is supporting schools across the Vale of Glamorgan.
What shone through clearly was how embedded SHRN really is. For Kim and her team, SHRN isn’t something separate, it’s part of their everyday conversations with schools. From supporting The SHRN Student Health and Well-being Survey, to helping them make sense of their SHRN school-level reports, it’s all about helping schools actually use this data. And that’s where schools really start to see the value.
Kim talked about how SHRN helps schools step back and identify what matters most for their learners. It’s not just about spotting challenges; it’s also about recognising what’s already going well. Schools are using their data to guide planning, support transitions, involve pupil voice groups and shape their curriculum in a way that reflects the real experiences of their learners. It becomes less about “doing SHRN” and more about strengthening what schools are already aiming to achieve around health and well-being.
One thing that stood out strongly to me was that schools aren’t expected to do this alone. WNHWPS teams work closely with them, helping interpret data, linking them with relevant resources, and supporting the development of action plans and self-evaluation that feels realistic. There’s also ongoing support with reviewing progress, so it’s not a one-off exercise but something schools can build on over time. That’s where taking part in the SHRN survey regularly really makes a difference. Over time, it gives schools a much clearer picture of what’s changing for their learners. From what’s improving, what still needs focus, and where actions are making an impact. Rather than just taking a snapshot, it helps schools track progress, adapt their approach, and feel more confident that what they’re doing is actually working. It also allows schools to see how they compare with national and regional benchmarks, helping to put their data into context. That wider dataset strengthens SHRN itself, making it an increasingly valuable tool for understanding trends and supporting evidence-informed decisions at school, local and national level.
One case study Kim shared really brought this to life. After looking at their SHRN data, one primary school identified sleep as an area they wanted to focus on. Rather than this being led entirely by staff, learners themselves took the lead, working through the findings, identifying priorities and creating resources to share with the wider school community. What started as a SHRN data insight grew into wider work across the school, including engagement with governors, well-being days and plans to embed learning into the curriculum. It’s a good example of what can happen when pupil voice sits at the centre.
There’s also a strong sense of schools learning from each other. Through cluster workshops in the Vale, schools have had the chance to come together, share experiences and look at common priorities. These spaces are helping schools connect the dots, particularly around year 6 transition, by looking at what matters to learners moving between primary and secondary. It’s practical and grounded in real SHRN data.
What stood out for me was how much this is evolving work. As SHRN continues to grow, there’s a real opportunity to build a bigger and better picture of learner well-being across Wales, and to respond to it in a more joined-up way. That collective picture strengthens SHRN itself, making it an increasingly valuable national resource. For local WNHWPS teams, that means being able to support schools more effectively. For schools, it means having a clearer evidence base to guide decisions and show impact over time.
From a Knowledge Exchange perspective, conversations like this really show that the strength of SHRN isn’t just in the data itself, it’s in the relationships around it. The partnership between schools, public health teams and the wider SHRN network is what brings it to life.
And as Kim put it, there’s real value in schools reaching out, asking questions and making the most of the support around them. Because that’s when it becomes much easier to turn insight into action and much more meaningful for the young people at the heart of it all.
To watch Kim’s presentation click here.