Author: SHRN

SHRN is helping schools across Wales put health and well-being at the heart of education. In this blog, Maria Boffey, SHRN’s External Affairs and Knowledge Exchange Manager, shares how schools are using SHRN data to shape strategies, support learners, and create lasting, evidence-informed change….

How SHRN is Helping Build Stronger Schools and Healthier Learners Across Wales

At SHRN, we believe that when learners are healthy and supported, they thrive—not just academically, but socially and emotionally too. That’s why we’re proud to be a trusted partner working with schools across Wales to embed health and well-being into the heart of school life.

Why SHRN Matters

Every two years, SHRN conducts a national data collection involving learners and school staff. This isn’t just a survey—it’s a powerful tool for change.

When schools take part in SHRN’s data collection, they receive tailored, benchmarkable data that offers real value. This data help schools reflect on their current strategies, highlighting what’s working well and where there’s room for improvement. With clear, school-specific insights, teachers can plan targeted interventions that are grounded in evidence and aligned with their unique school context.

Why does this matter? Because healthier learners are better learners. When students feel safe, supported, and well, they’re more likely to attend, stay engaged, and reach their full potential. A strong foundation of health and well-being is essential for academic success and personal growth. That’s why SHRN’s work is so important: it helps schools create the kind of environment where every learner can thrive.

A National Movement

SHRN is part of a wider effort to embed health and well-being into the education system. We work closely with the Welsh Government, Healthy Schools, and Public Health Wales to ensure that school-level data contributes to national understanding and policy development.

As Lynne Neagle AS/MS,  Cabinet Secretary for Education  has highlighted, this work is about more than data—it’s about empowering schools to make meaningful, lasting change:

What We Measure

At SHRN, we know that supporting learners means looking at the full picture. That’s why our surveys explore a wide range of topics that matter deeply to both schools and learners. From mental health and emotional well-being to physical activity, nutrition, substance use, school climate, and pupil voice—our approach is designed to be comprehensive. By giving schools a clearer view of their learners’ experiences, we help them make informed, meaningful decisions that support well-being across the board.

How SHRN Helps Schools Make a Lasting Impact

SHRN equips schools with the tools, training, and connections they need to create meaningful, lasting change. From boosting learner well-being to strengthening community engagement, our approach is designed to be practical and empowering. Schools gain access to high-quality, tailored data that informs planning, supports inspections, and tracks progress over time. We offer professional development opportunities that help staff grow, and we foster a culture of collaboration through a strong network of schools, researchers, and public sector partners. SHRN also helps schools empower young people to take the lead in well-being initiatives, while promoting a positive, inclusive school culture. By using SHRN insights, schools can build stronger relationships with families and local services and embed sustainable improvements that benefit the whole school community.

What Schools Are Saying

The most meaningful insights into SHRN’s impact come directly from the schools we work with and inspire our work:

Celebrating the Power of  an Evidence-Informed Approach

We’ve explored how SHRN is supporting schools across Wales to place health and well-being at the centre of education. From providing high-quality, tailored data to fostering collaboration and professional growth, SHRN is helping schools make informed, meaningful changes that benefit learners and staff alike.

The voices of schools themselves speak volumes—showing how SHRN data is being used to shape responsive curricula, support inspections, and strengthen whole-school approaches to health and well-being. These real-world school examples remind us that when schools are equipped with the right tools and insights, they can create environments where every learner has the opportunity to thrive.

At its core, SHRN is about partnership, evidence, and impact. And as schools continue to engage with the network, the collective effort to build stronger, healthier learning communities grows even stronger.

Explore More and Stay Connected

Visit our page to read real examples of how schools are using SHRN data to drive positive change.

Sign up to our e-bulletin to stay up to date with the latest SHRN insights, resources, and opportunities.

Let’s keep the conversation going—and continue building stronger schools and healthier learners together.

The impact of social media on young people’s well-being has sparked widespread debate, driving researchers to explore its complexities in greater depth. At DECIPHer, Cardiff University, Dr. Rebecca Anthony and her colleagues have provided valuable insights into this connection, utilising SHRN data in their study: Young People’s Online Communication and its Association with Mental Well-being: Results from the 2019 Student Health and Well-being Survey.

Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, delves into this study insights which highlights the importance of understanding the nuanced relationship between social media and young people’s mental health…

The Rise of Online Communication Among Young People

Online communication plays a central role in the lives of young people across the UK. The statistics are striking—a vast majority of 12 to 15-year-olds are active online, while mobile phone ownership is becoming increasingly common among even younger children. With this growing digital presence come conversations and concerns about the effects of social media on mental health. According to recent statistics, 99% of 12- to 15-year-olds are connected to the internet, and 95% report using social media before and after school daily (Home Office, 2020).

Mixed Evidence on Social Media and Mental Health

Dr. Rebecca Anthony highlights a key point: the evidence regarding social media’s impact on mental health is mixed. While some studies indicate small but significant associations with mental health, others find no substantial link. This disparity might be attributed to varying research methods, the ever-evolving digital landscape, and the complex way social media interacts with factors like sleep, physical activity, and cyberbullying. She emphasises that researchers must go beyond simplistic metrics like screen time and investigate what young people are doing online, the motivations behind social media use, as well as identify potentially vulnerable groups of young people.

Introducing SHRN Data

Using data from The SHRN Student Health and Well-being Survey in Secondary Schools 2019, the study team explored critical topics such as mental health, online communication, cyberbullying and relationships. This data served as a foundation for her research, providing valuable insights into the health and well-being of young people, and the factors influencing it.

Key Findings on Social Media Use Among Secondary School Learners

Using data from the 2019 survey, the study explored how online communication relates to mental health among secondary school learners aged 11 to 16 years. The investigation revealed important trends:

• Strong Engagement: 82% of learners connect with their closest friends online daily.
• Positive aspects: Frequent online interaction with friends from real-life and larger friendship circles is associated with improved well-being.
• Negative Impacts: Conversely, frequent contact with virtual friends- those made exclusively online—is linked to lower well-being, especially for girls.
• Cyberbullying: 13% of learners reported being victims of cyberbullying.
• Escapism: 40% admitted using social media to escape negative emotions.

Implications for Supporting Young People’s Well-being

These findings underline the dual nature of social media—it can foster meaningful connections while also posing risks for certain groups. Potentially vulnerable demographics, such as adolescent girls communicating with online-only friendships, require particular attention. Addressing these challenges demands a nuanced approach to understanding young people’s social media habits and their broader impact on mental health.

The findings of the study suggest that focusing solely on the amount of time spent online may oversimplify the issue, neglecting important nuances such as the nature of online activities and interactions. Instead of placing excessive emphasis on monitoring and regulating online communication, educators, parents and carers should recognise the potential benefits of engaging with established friendship groups online, while also working to minimise any associated risks. Such efforts to enhance young people’s well-being should take these positive connections into account.

Expanding Research Using SHRN Data: Younger Age Groups

A new study led by SHRN Research Associate Shujun Liu aims to expand SHRN research to primary schools, broadening its scope beyond secondary school learners.

This holistic approach will ensure ensures a comprehensive understanding of how social and environmental factors impact the well-being of children across different stages of their education. Watch Shujun’ s webinar here.

SHRN Data: Driving Impactful Research and Policy Changes

The SHRN Student Health and Well-being Survey is a cornerstone for impactful research, offering critical insights into young people’s lives. By analysing SHRN data, researchers such as  Dr. Rebecca Anthony can explore:

• How social media influences mental well-being.
• Trends in online communication among secondary learners.
• Risk factors affecting vulnerable groups.

Beyond academic research, SHRN findings have real-world applications:

• Policymakers can use these insights to design targeted interventions and allocate resources effectively.
• Schools can implement educational initiatives to teach children and young people how to navigate the digital world safely. For example, the identification of adolescent girls at higher risk due to online-only friendships provides a data-driven foundation for developing support programmes.

Conclusion

As SHRN continues its efforts, these insights pave the way for informed strategies to promote healthy digital practices and support the health and well-being of children and young people across Wales and beyond . With the combined focus on secondary and primary schools, this comprehensive approach will undoubtedly contribute to creating an environment that prioritises the mental health and well-being and development of all ages of education.

To read more about the study click here.

To dive deeper into this important research,  watch Rebecca’s webinar.

Click here to access the SHRN blog.

At Ysgol Aberconwy, our commitment to the holistic development of our learners – academically, emotionally, and physically – has always been at the heart of what we do. Working with The School Health Research Network (SHRN) has helped us generate robust and actionable data that allowed us to fully understand our learners’ health and well-being. With this valuable insight, we were able to identify specific issues and take targeted, impactful actions to enhance our learners’ health and well-being. 

Real-Life Impact: Learners Stories That Inspire Change  

One of the most rewarding aspects of our sleep initiative has been hearing the personal stories from our learners.  

James, Year 10:

Sophie, Year 8:

Liam, Year 11:

Emily, year 9:

These personal testimonials highlight the real-life impact of our efforts and motivate us to continue our work. 

Effective Strategies: How We Tackled Learner’s Sleep Challenges  

To address the sleep challenges identified through our school’s SHRN data, we implemented several strategies. We educated learners about circadian rhythms (a pattern the human body follows based on a natural and internal 24-hour clock) and encouraged them to use tools like blue light filtering settings and sunrise alarms. These tools help regulate sleep patterns by reducing exposure to blue light and simulating natural sunlight in the morning.  

We also developed slogans and visual campaigns to keep sleep at the forefront of everyone’s mind. For example, the learner led iACh group (ie learners involved in the development and delivery of various health and well-being initiatives) created default desktop backgrounds for all learner and staff computers, that detailed catchy, thought-provoking slogans, such as ‘This third of the day will have the biggest impact on the other two thirds’ to understand the impact of sleep on learners’ health and well-being. 

Additionally, Huw Evans, The Welsh Network of Health and Well-being Promoting Schools (WNHWPS) Healthy School Co-ordinator for Conwy, played a crucial role in helping us engage with our SHRN data. This led to the identification of sleep as a priority area, and he supported us in exploring a range of implementation strategies 

Overcoming Obstacles: Turning Challenge into Active Participation

Implementing these initiatives wasn’t without its challenges. Initially, some learners were relucent to change their habits, especially when it came to reducing screen time. To address this, we engaged them in the data and discussion, helping them understand the importance of sleep, and encouraged active participation in the initiatives. 

A Ripple Effect: The Broader Benefits of Better Sleep on Health and Well-being 

Improved sleep has had a ripple effect on other areas of our learners’ lives. Teachers have reported better focus and engagement in class, with one teacher stating “Since our students improved their sleep habits, we’ve seen a noticeable boost in their focus, participation, and overall engagement in lessons. They’re more alert, less stressed, and seem to approach learning with a more positive attitude. Better sleep has also improved their emotional well-being, helping them stay calm under pressure and more motivated. Overall, they’re healthier, more balanced, and ready to succeed both in and out of the classroom. It’s clear that sleep plays a crucial role in their health and well-being and academic success.” 

These holistic benefits underscore the importance of addressing sleep as a key component of learner health and well-being. 

Looking Ahead: Future Plans to Enhance Learner Health and Well-being 

Looking ahead, we are excited to continue using our SHRN data to inform our decisions on how we can further improve the health and well-being of our learners. We plan to explore other aspects of health and well-being, such as nutrition and physical activity, and implement targeted initiatives based on our data insights. 

Teamwork at Its Best: How Collaboration Powered Our Success 

Our success wouldn’t have been possible without the support of our external partners, including local health organisations and The Welsh Network Health and Well-being Promoting Schools (WNHWPS), and Third Sector organisations such as The Sleep Charity. Their expertise and resources have been invaluable in delivering effective support to our learners. 

Parents and carers also played a vital role in supporting the movement to improve learners sleep habits, actively participating in engagement sessions led by learners themselves. Together they developed practical advice on how families could support better sleep at home, helping to reinforce healthy habits. Key recommendations included establishing a consistent sleep schedule, creating a relaxing bedtime routine, and limiting screen time before bed to ensure better sleep quality. Additional guidance emphasised the importance of a comfortable sleep environment, educating their children about sleep hygiene, and encouraging physical activity to promote restful sleep. Parents and carers were also encouraged to set a positive example by demonstrating good sleep habits themselves. Communication and collaboration with school initiatives were highlighted as essential to supporting these efforts at home, reinforcing the connection between sleep, health and well-being, and academic success. 

Here’s what one parent had to say about their involvement and how it has benefited the whole family’s attitude and approach towards sleep: 

Simple Steps, Big Impact: Practical Tips for Better Sleep  

For those looking to improve their own sleep habits, we recommend focusing on sleep hygiene practices (healthy habits that you can practice during the day to help you get a good night’s sleep). This includes maintaining a consistent sleep schedule, creating a relaxing bedtime routine, and minimising exposure to screens before bed. Understanding the importance of sleep and taking proactive steps can lead to significant improvements in overall health and well-being. 

Encouraging Schools to Prioritise Sleep and Health and Well-being 

We encourage other schools to consider similar initiatives and to utilise their SHRN school data to inform their health and well-being strategies. By sharing our experiences and insights, we hope to encourage a greater movement towards healthier, positive school communities. 

Final Thoughts: How SHRN Data is Shaping a Healthier Future for Learners 

In conclusion, our work with our SHRN data has been incredibly rewarding, and we are excited about the future. We believe that by prioritising our learners’ health and well-being, we are not only enhancing their academic success but also fostering a healthier, more resilient generation of learners. 

Further Resources: New Insights on the Power of Sleep for Health and Well-being 

New #BeeWell research has highlighted the importance of good sleep habits for young people’s overall health. The study revealed that girls’ sleep and mental well-being are closely linked. When girls reported getting enough sleep, they reported better mental wellbeing one year later. Read more about the study here.  

Please note: The names used in this blog have been changed to protect the privacy of individuals. 

About the Author  

Rhydian is the Director of Learning at Ysgol Aberconwy Secondary School, where he is responsible for the health and well-being of both learners and staff. 

He coordinates the Personal, Social, Health, and Relationship and Sexuality Education (PSHE) curriculum and oversees the school’s House charity system. (Please note, while Personal and Social Education (PSE) is the term used in Wales, Ysgol Aberconwy prefers to use the term PSHE to reflect the inclusion of health in their PSE curriculum).  

With 19 years of experience as a Physical Education teacher, Rhydian is passionate about promoting healthy lifestyle behaviours that enhance the health span of the entire school community. 

As SHRN welcomes Dr. Kelly Morgan as its new Director. Kelly, in this blog,  reflects on past successes and outlines plans to expand school partnerships, engage primary schools, and launch a school-level dashboard.

Written by Dr Kelly Morgan

I’m honoured to step into the role of Director of The School Health Research Network (SHRN), following my time as Deputy Director. First, I want to acknowledge the exceptional leadership of my predecessor, Professor Simon Murphy. His dedication and foresight have been instrumental in establishing SHRN as a world-leading network. To all our partners—from school leaders and educators to policy and practice colleagues—I want to reassure you that SHRN’s foundation remains unwavering. Our commitment to collaboration, delivering high-quality data, and co-producing impactful work with schools will continue to be central to our mission. Providing meaningful, timely, and accessible feedback that drives evidence-informed actions to improve learner health and well-being remains our priority.

Our Vision Moving Forward

My vision for SHRN is grounded in both continuity and bold ambition. I aim to deepen our partnerships with schools while strengthening our impact through practical tools, expanded engagement with primary schools, and closer collaboration with key organisations such as Welsh Government and Public Health Wales.

A Leader with Expertise and Vision

As a Senior Research Fellow at the School of Social Sciences and former Deputy Director of SHRN, I bring a wealth of experience in public health research- co-producing and evaluating interventions that support children and young people’s health and well-being. My skills and experience in data linkage help SHRN investigate the wider systems and social factors that affect learners’ outcomes. Recently, I’ve taken the lead in expanding SHRN into primary schools , ensuring we include the perspectives of younger children to guide early prevention efforts.  I’m also passionate about promoting physical activity and sport as integral aspects of a healthy lifestyle—an area that continues to inspire my work and my commitment to enhancing learner health and well-being across Wales.

A Proud Past and an Ambitious Future

Reflecting on SHRN’s journey so far, I am reminded of the incredible collaborations that have driven our success. For example, our partnership with schools has led to tangible improvements in learners’ health and well-being. A particularly memorable moment was

listening to school practitioners describe how learner voice groups have used their school’s SHRN report to drive actions like promoting healthier sleep, including delivering education sessions for parents and carers which showcased the power of collective action and evidence-informed practices.

As we embark on this new chapter, our focus will remain steadfast: combining innovation and collaboration to create meaningful change. SHRN will soon launch an innovative school-level dashboard for secondary schools, offering customised insights to empower them in understanding and improving their learners’ health and well-being outcomes.

I’m incredibly proud to work alongside such a talented and dedicated team within SHRN. Their expertise, creativity, and unwavering commitment are at the heart of the network’s success. Their wealth of knowledge and experience ensures that SHRN remains at the forefront of school health innovation. Moving forward, I’m equally committed to continuing to build strong partnerships  and collaborations across the wider network — with school leaders, policymakers, and practitioners. It is through these trusted partnerships that we can continue to grow, innovate, and make meaningful changes of children and young people’s health and well-being.

Thank you for your continued support — I look forward to working with you in this next chapter.

Warm regards,

Dr. Kelly Morgan, Director, SHRN

As we embark on this exciting new chapter, I warmly invite all partners to actively collaborate with SHRN. Whether by sharing your insights, participating in our events and webinars, or leveraging the resources we provide, your involvement is vital to our shared success. Together, we can drive innovative solutions and lasting improvements for schools and learners across Wales

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