This case study show cases how Cogan Primary School effectively used SHRN data to identify and address key challenges faced by Year 6 pupils, including low self-esteem and difficulties in peer relationships.
With the support of their WNHWPS Healthy Schools Co-ordinator and an external organisation, the school introduced a targeted intervention to boost confidence, improve emotional awareness, and foster positive peer connections. Their collaborative approach and use of external resources have led to lasting benefits for their learners.
Click below to find out more
Building Brighter Futures: How Cogan Primary School Uses SHRN Data to Empower Year 6 School Leavers.
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.
New findings using SHRN data by Public Health Wales in partnership with The School Health Research Network at DECIPHer, Cardiff University reveals that over 20% of girls from lower-income families in Wales report problematic social media use. The 2023 SHRN Student Health and Well-Being Survey, involving nearly 130,000 learners, found that girls from low and middle affluence households have significantly higher rates of problematic social media use compared to boys.
Emily van de Venter, Consultant from Public Health Wales expressed concern over the impact of social media on young people’s relationships and mental health, particularly among lower affluence groups. Dr. Kelly Morgan, SHRN Director, emphasised the importance of monitoring trends to understand how social media use affects health behaviours.
Dr. Kelly Morgan, Director of SHRN, recently took the stage at the Healthy and Active School Journeys Conference in March 2025, hosted by Welsh Government in Cardiff. This premier event brought together educators, policymakers, and urban planners to explore innovative strategies for promoting active travel to schools.
Ken Skates, the Cabinet Secretary for Transport and North Wales, officially opened the event, underscoring the Welsh Government’s commitment to active travel and accessibility in education. In his remarks, he emphasised the importance of promoting walking, wheeling, and cycling as essential components of a healthier and more sustainable approach to school travel. His speech reinforced the government’s vision for a future where active travel is not just encouraged but fully integrated into daily life.
During her presentation, Dr. Morgan highlighted the crucial role of The School Health Network Research Network (SHRN) in monitoring and shaping policies that support safer, healthier, and more sustainable active journeys for learners. She emphasised how SHRN’s data-driven evidence-based approach helps schools and communities implement effective active travel initiatives, ensuring accessibility and engagement for all learners.
Dr. Morgan said: ‘SHRN is committed to supporting schools in integrating health-focused travel solutions, reinforcing the importance of collaboration between education and public health sectors. It was inspiring to hear the incredible stories from Radnor Primary School about their Bike Bus initiative – a brilliant example of how schools can champion active travel in creative, community-driven ways.’
The conference featured interactive workshops, expert panels, and real-world case studies, highlighting successful programmes such as walking and cycling buses. Discussions also covered community engagement, infrastructure development, and the long-term benefits of active travel on learner well-being.
SHRN remains committed to supporting schools in integrating health-focused travel solutions, reinforcing the importance of collaboration between education and public health sectors.
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:
“Before the sleep initiative, I used to struggle with falling asleep and often felt tired during the day. After learning about the importance of sleep and using blue light filtering settings and apps on my phone and tablet, I’ve noticed a huge difference. I fall asleep faster and wake up feeling more refreshed. My concentration in class has improved, and I feel more energetic throughout the day.”
Sophie, Year 8:
“The ‘No tech after 9 pm’ rule was tough at first, but it really helped me. I used to stay up late on my phone, but now I read a book before bed instead. I sleep better and feel more focused in school. My grades have improved, and I feel happier overall.”
Liam, Year 11:
“Sticking to a consistent sleep schedule has made a big difference for me. I go to bed and wake up at the same time every day, even on weekends. This routine has helped me feel more alert and less stressed. I can concentrate better in class and have more energy for extracurricular activities.”
Emily, year 9:
“Using a sunrise alarm has been a game-changer for me. It wakes me up gently with light, and I feel more awake and ready to start the day. I’ve noticed that I’m more engaged in lessons and less irritable. It’s amazing how much better I feel with good sleep.”
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:
‘Being part of these sessions has made a huge difference in our family’s sleep habits. The practical tips and strategies we learned have helped us establish a more consistent bedtime routine, and we’ve noticed that everyone is sleeping better. The kids are more relaxed at night, and we’ve all become more mindful about limiting screen time before bed. It’s not just about better sleep – it’s also brought our family closer together, as we now prioritise winding down together and supporting each other’s health and well-being. We can really see the positive impact on our energy, mood, and overall health and well-being.’”
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.
SHRN bids a heartfelt farewell to Professor Simon Murphy, who retires after 12 years of leadership, transforming it into a global model for school health research.
Under his tenure, SHRN has influenced over 30 national policies, shaping school health and well-being research and action in Wales and beyond.
SHRN’s achievements extend far beyond Wales. The network has been instrumental in launching partner initiatives across the UK, including SHINE in Scotland and regional school research networks in England. Internationally, SHRN’s model has guided research pilots in Namibia and Saudi Arabia, reinforcing its global impact.
In ‘Reflections From The Director: Twelve Years of SHRN’ Professor Murphy reflects on SHRN’s incredible journey, highlighting the power of partnerships in its success: ‘At its core, SHRN has always been about partnership, co-production, and translating knowledge into real-world impact’.
SHRN now enters an exciting new chapter under the leadership of Dr Kelly Morgan, who has served as the Deputy Director for several years. In her blog, ‘Looking Ahead: A Shared Vision for the Next Chapter of SHRN,’ she expresses her deep commitment to SHRN’s mission and values: ‘Our commitment to collaboration, delivering high-quality data, and co-producing impactful work with schools will continue to be central to our mission’ .
Dr Morgan expertise in public health research will focus on school health and well-being interventions and data linkage. She has led SHRN’s expansion into primary schools, amplifying younger learners’ voices in the network. Moving forward, she will oversee:
The launch of an innovative school-level dashboard for secondary schools, providing customised insights to empower educators.
Strengthening partnerships between schools, policymakers, and researchersto drive evidence-based improvements in learner health and well-being.
Continued global collaborations, building on SHRN’s international impact to expand school health initiatives worldwide.
SHRN remains committed to its mission of driving research-informed and evidence-based improvements in school health and well-being. With a strong leadership transition, the network is poised for further growth and impact.
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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In this blog, Professor Simon Murphy prepares to step down as Director of The School Health Research Network (SHRN) after 12 transformative years, he reflects on the journey of building a pioneering network that has become a global model. In Reflections From The Director: Twelve Years of SHRN, he shares his thoughts on SHRN’s legacy, the partnerships that defined its success, and his hopes for its future. Join us in celebrating his remarkable leadership and the next chapter for SHRN…
When SHRN began in 2013, it was an ambitious experiment rooted in hope and vision. Today, it has become a global model for school health research networks, an essential part of Wales research, policy, and practice landscape.
As I step down from my role as Director of SHRN after 12 remarkable years, I find myself reflecting on the extraordinary journey we’ve taken. It’s also a moment to offer my good wishes to my colleagues, who will carry forward the legacy and steer SHRN into its next chapter.
SHRN: A Unique and Valued Network
In 2013, SHRN was born out of an ambitious idea—to create the world’s first national school health research network. Today, it stands as an essential part of Wales research, policy, and practice landscape. For national and regional stakeholders, SHRN offers indispensable indicators to grasp the health needs of our population. For schools, it’s a cornerstone of health action planning and progress monitoring. For researchers, it’s a unique dataset—a gateway to exploring the nexus of health, wellbeing, policy, and practice.
At its core, SHRN has always been about partnership, co-production, and translating knowledge into real-world impact.
From A Partnership Pilot Study to Pioneering Achievement
This foundational partnership laid the groundwork for what was to come: a national network that would change school health research in Wales and beyond.
How did we achieve so much in just over a decade? My answer is simple: partnerships.
SHRN began with an idea. Could we take learning from clinical research networks that had transformed medical research and apply them to the school setting? Answering that would require meaningful collaborations.
So in 2013 we secured a Medical Research Council grant to pilot the idea and work in partnership with Welsh Government, Public Health Wales (PHW) and all the schools taking part in the HBSC’s Health Behaviour in School Children study that year. The results were resounding – a clear mandate to move forward with the network.
Scaling Up and Sustaining Impact
Over the following six years, with funding from Welsh Government and Health and Care Research Wales, we achieved full participation from all maintained secondary schools in Wales. Today, SHRN serves as a robust infrastructure for data collection and reporting. It meets health and wellbeing data needs across local, regional, and national levels, with 70% of secondary school learners participating in our surveys.
This progress was underpinned by the invaluable guidance of our stakeholder advisory group, representing voices from the national to the local level.
SHRN data informs over 30 national policies and strategies, ranging from statutory mental health guidance, sex and relationship education, connecting communities to address social isolation and loneliness, education curriculum reform, physical activity, and tobacco control delivery plans.
Data Integration:
Through our partnership with the PHW observatory, SHRN data supports informed, data-driven health and wellbeing planning at both national and regional levels. SHRN data facilitates targeted action planning aligned with health priorities across Wales, ensuring policymakers and regional stakeholders have reliable insights at their disposal.
School Improvement:
Schools use SHRN data for self-evaluating health and well-being and driving school improvements. Estyn has even recognised SHRN as a vital data source for school inspections. The high coverage of the SHRN survey enables the health, education, and school experience of small and/or vulnerable population subgroups to be monitored, for example, children looked after, young carers, and young people of gypsy traveller heritage.
‘Research Ready Schools’
With a network of research-ready schools, SHRN co-produces and evaluates school-wide interventions. Currently, this supports a research portfolio valued at over £35 million.
Capacity Building Activities:
Capacity-building activities, including research briefings, webinars,case studies and events, facilitate the translation of evidence into policy and practice. Regular consultations with stakeholders and educators ensure the network’s outputs remain both relevant and transformative.
Longitudinal Data Linkage:
Longitudinal data linkage is now in place, meaning the determinants of physical and mental health and their impact on attainment and health service use can be better understood.
Knowledge Exchange:
SHRN prioritises knowledge exchange through research briefings, interactive webinars, and tailored resources. These efforts ensure that data insights are accessible and actionable, bridging research, policy, and practice.
Beyond Wales – across the UK and internationally
SHRN has also made its mark across the UK and globally.
We have been instrumental in the development of SHINE, a partner network in Scotland, SHRN in the South-West of England, the Greater Manchester Bee-Well network and are currently working with NIHR Oxford Health Biomedical Research Centre on a school research network for mental health.
SHRN was invited by the World Health Organization (WHO) to contribute to the planning of a European-wide pilot school health network in 2018-2019 The SHRN model informed a call from the WHO to develop pilots for school led data practice in India, Ghana, Jamaica, and Morocco. Whilst we have worked with the Namibian government to set up SHRN in schools in Africa and are now in discussions with partners in Uganda and Saudi Arabia.
A Final Thank You and Looking Forward
Reflecting on our achievements, the second key to our success becomes clear- teamwork.
Although I have led SHRN from its inception, its success is down to the SHRN team. So I would like to extend my thanks to them. To those who were at the start of this journey and to those that will now be taking this forward. I leave the network in the more than capable hands of Dr Kelly Morgan. I have worked with her for over ten years, and we have achieved great things. She has proved herself to be an invaluable Deputy Director for SHRN and will now do so as Director.
Finally, to the schools—your leadership teams, teachers, parents and carers, and especially the learners—thank you. Your enthusiasm and commitment have been the heart of SHRN’s success. Together, we’ve built something extraordinary, and I can’t wait to see what the future holds.
My hope is that SHRN will continue to grow, adapt, and inspire others to champion the health and well-being of children and young people worldwide.
Warm regards, Professor Simon Murphy, Former Director, SHRN
SHRN’s success has always been a shared endeavour. As we step into the chapter, let’s continue building partnerships, driving innovation, and championing the health and well-being of young people across Wales and the world. Stay connected and join us on this exciting journey.
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In support of The SHRN Student Health and Well-being Survey in Primary Schools, the SHRN team recently showcased emotional and mental well-being activities at events hosted by the WNHWPS Cardiff and Vale Healthy Team. These events provided a platform for schools to discuss their practices and explore the Welsh Government’s ‘Framework on Embedding a Whole School Approach to Emotional and Mental Well Being.’ Attendees, including Barnardo’s, Cardiff and Vale University Health Board, the NSPCC, and Public Health Wales, shared insights and experiences. Throughout the events, schools referenced the valuable data driven insights gained from theirSHRN reports, using data to identify key areas for development. This SHRN data-driven approach has become a vital tool for schools in their self-evaluation of the Whole School Approach. Additionally, we engaged participants with an interactive arts-based activity focused on emotional and mental well-being.
Data Driven Insights
Throughout the event, many schools referenced the valuable insights they’ve gained from theirSHRN school level report and data. By analysing their bespoke data, these schools have been able to identify key areas of development for learner health and well-being. This SHRN data-driven approach has become a vital tool for schools in their self- evaluation of the Whole School Approach.
Engaging Activities
In addition to the school presentations, we were also invited to engage participants – both learners and teachers – with an interactive activity that tied directly into the central themes of emotional and mental well-being. Wanting to offer something engaging, creative and memorable, we turned to arts-based research methods.
Creative Methods in Action
Cardiff University’s School of Social Sciences has a strong tradition of using creative and arts-based methods to help people explore and communicate complex and challenging topics. These include the experiences of looked-after children (Mannay et al. 2023), young people’s experiences on gender and sexuality (Timperley 2024), and online social and romantic relationships (Marston 2023).
When topics are hard to talk about, or have strong embodied and emotional qualities, creative activities – like making cut-up poetry, building with clay, sandboxing and painting – can help people express their feelings in a way that words sometimes can’t.
Though we weren’t conducting formal research at the event, we felt these creative methods might support children and adults attending to carefully consider their own experiences of mental and emotional well-being – and to connect the SHRN Student Health and Well-being Survey in Primary Schools to their own lived experiences and work contexts.
This activity invites participants to create little figures using pipe cleaners, craft wire, or wax yarn, which can be shaped into different poses. Participants are then invited to ‘guess the feeling’ expressed by the poses of one another’s figures. The exercise invites participants to question whether our feelings are always visible – and when they are visible, whether our feelings might look similar to, or different from, those of other people.
A Successful Engagement
To our delight, the activity was a huge hit! By the end of the day our SHRN stand festooned with small colourful figures of different shapes, sizes and poses. The children returned to collect their creations and take them home. One learner even expressed how much she enjoyed the activity and asked her teacher if they could do it again at school!
Conclusion
Although we didn’t have much time to dive into the details of the activity with everyone who stopped by, we hoped that by discussing the SHRN Student Health and Well-being Survey in Primary Schools in such a fun and supportive setting – while making and posing the expressive little figures – encouraged attendees of all ages to consider the importance of supporting emotional and mental well-being, whilst also highlighting how emotions can be diverse and hard to fully capture in just one expression or form.
Get involved and make a difference! Read ourlatest blog posts to discover innovative ways to support emotional and mental well-being in schools.
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About the Authors
Dr. Max R Ashton, Research Assistant
I joined the DECIPHer April 2024, as a research assistant supporting the activities of SHRN. I have a long history as a student at Cardiff University (BSc Human and Social Sciences, MSc Social Science Research Methods, PhD) which began in 2016. My academic background incorporates critical social Psychology and Education, with a specific research focus on school-based relationships and sexuality education (RSE). My PhD research incorporated diverse qualitative methods within a novel ‘post-qualitative’ theoretical approach, to explore Welsh teachers’ and pupils’ experiences of RSE provision during the rollout of the national Curriculum for Wales. My research interests include gender and sexuality, theorising complexity within organisations, and exploring the processes by which policy is translated into practice in education.
Charlotte Wooders, Engagement Manager
Charlotte is responsible for delivering knowledge exchange and engagement activities, bringing together the SHRN team, partners who use our research and wider communities to share ideas, evidence, and expertise. She also works with schools and partners across Wales, to showcase and demonstrate the impact of SHRN data, in how it creates a real and positive difference to the health and well-being of children and young people. Charlotte has previously worked in the third sector, delivering regional and national programmes and co-production initiatives to support and improve practice and policy outcomes for vulnerable children, young people, and families. She has also previously contributed to several DECIPHer and CASCADE publications and research studies, supporting stakeholder engagement and knowledge exchange activities.
We’re happy to announce that an update to the Secondary School Health and Well-being SHRN Data Dashboard is launching on 8th May!
This latest release will introduce nearly 30 new topics, providing fresh insights into the health and well-being of secondary school learners in Wales, on both a national and regional, with results from the 2023 SHRN survey.
Some of the new topics included in this update are:
Vaping data – Understanding the prevalence of e-cigarette use among young people.
Problematic social media use – Exploring the online behaviours of students in Wales.
Gambling – Looking into particular patterns within certain age groups and genders.
Join Our Webinar on 8 May!
To coincide with the launch, Public Health Wales will be hosting a webinar open to all. This session will cover:
A detailed overview of the new data and changes to the dashboard
Our future plans for developing the dashboard further
An opportunity to ask questions with colleagues from Public Health Wales (PHW) and The School Health Research Network (SHRN)
To register for the webinar please follow this link. We look forward to seeing you there on the 8 of May!
