Author: SHRN

Transitioning from primary to secondary school can be a significant milestone in a young person’s life. While many students navigate this change smoothly, others may find it challenging. A recent study using SHRN data delves into how socioeconomic status (SES) i.e. a family’s economic and social position, determined by factors like income, education, and occupation, might be associated with the transition experience, young people’s mental health and experiences of bullying.

In this blog, Dr Caitlyn Donaldson, Research Associate at The Wolfson Centre for Young People’s Health , Cardiff University, explores how socioeconomic status (SES) impacts these factors during school transitions within the Welsh education system.

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In Wales we have increasing numbers of ‘all-through’ or ‘all-age’ schools, where young people can remain in the same school from age 3 to 16 or 18. This provides an interesting natural experience to explore whether mental health and bullying outcomes differ between children who transition to secondary school at age 11 years and those who remain in all-age schools in Wales. It uses advanced statistical methods to compare the outcomes for students in their first year of secondary school.

1. Socioeconomic Status and School Type:
   • Low SES Students: The study found some evidence that students from low SES backgrounds may experience fewer peer problems, conduct issues, and bullying victimisation when attending all-age schools compared to secondary schools.
   • High SES Students: Conversely, students from high SES backgrounds tended to have more positive outcomes in secondary schools.
2. School Connectedness:
   • The research explored whether school connectedness could explain the differences in outcomes but found no evidence that it mediated the relationship between school type and mental health or bullying outcomes. However, high levels of school connectedness were associated with better mental health and lower bullying in both types of school.

Implications for Educators and Policymakers

The findings suggest that all-age schools might help reduce health inequalities caused by SES. For students from low SES backgrounds, the continuity provided by all-age schools could offer a more stable and supportive environment, mitigating some of the challenges associated with transitioning to a new school. Those with high SES may benefit more from transitioning to a secondary school. We suggest that this may be because moving to a new school at the end of year 6 provides greater opportunities for personal growth and development, but only if a child has the coping resources and resilience needed to transition successfully into the new environment.

Conclusion

This study provides valuable insights into how different school structures can impact students’ mental health and experiences with bullying. By understanding these dynamics, educators and policymakers can better support students during critical transition periods, ensuring that all young people have the opportunity to thrive.

Share your experiences, and advocate for policies that promote school connectedness and mental well-being by emailing shrn@cardiff.ac.uk.

For more detailed insights, you can access the full research publication here.

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Dr. Caitlyn Donaldson is a Research Associate at Cardiff University, specialising in the intersection of socioeconomic status, school connectedness, and child health and well-being. With a PhD in the transition from primary to secondary school and its impact on young people’s mental health, Dr. Donaldson’s research focuses on understanding and addressing health inequalities among children. Her recent work includes a comprehensive analysis of The SHRN Student Health and Well-being Survey in Primary schools, highlighting the critical role of school and family socioeconomic status in shaping children’s health outcomes.

In an era where young people’s mental health and physical well-being are frequently in the spotlight, the School Health Research Network (SHRN) stands at the forefront in providing schools and policymakers with robust, actionable data to support the implementation of evidence-informed solutions.

In This Blog, Dr. Nick Page, a  Research Fellow at DECIPHer, and Senior Analyst for SHRN,  gives an insight into the data we collect and how it’s helping to shape a healthier future for the next generation.

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Since 2013, The SHRN Student Health and Well-being (SHW) survey in secondary schools has been a cornerstone in understanding and enhancing the health and well-being of adolescents in Wales.

Administered biennially to a large national sample of 11-16-year-olds, the SHW survey covers a range of topics including mental health and well-being, physical activity and nutrition, substance use, sexual health, and social relationships.

Our work has been profoundly significant in helping to establish and embed a national model for data collection and knowledge mobilisation with schools that provides evidence crucial to informing both public health and school health policies, programmes, and interventions aimed at improving the lives of children and young people. School participation in the SHW survey regularly exceeds 90% of maintained secondary schools, with student response rates steadily increasing from 65% in 2017 to 75% by 2023. This equates to over 100,000 11-16-year-olds participating in the survey each round.

Our most recent survey round saw the highest participation to date, with 129,761 11-16-year-olds from 201 schools taking part. This large national sample ensures that the diverse experiences and needs of a wide range of students are represented (including gender and ethnic minorities, young carers, and care-experienced young people), promoting health equity and providing valuable opportunities to better understand health behaviours among minoritized groups.

Data from the SHW survey supports evidence generation in many forms, including:

• Data linkage

• Epidemiological research

• Policy monitoring and evaluation

For example, our data has recently helped to examine trends in young people’s emotional problems in Wales in the years prior to the COVID-19 pandemic, finding a substantial increase between 2013 and 2019 that could not be explained by changes in bullying or friendships. SHW data has also been used to evaluate the impacts on youth vaping following the introduction of EU regulation, while survey responses from consenting students have been successfully linked with routine health records to examine associations between bullying and self-harm.

Every four years, the SHW survey embeds questions from the international Health Behaviour in School-aged Children (HBSC) study – a long-running study of adolescent health supported by the World Health Organisation that began in the 1980s – enabling cross-comparisons with data from 50 countries across Europe and North America.

In a recently published study, data from 35 HBSC countries, including Wales, showed that young people’s physical (e.g. headaches, stomach aches) and mental (e.g. anxiety, irritability) health complaints were substantially higher than expected following the pandemic, based on previous trends.

To increase the visibility of the SHW data within the academic research community, we have recently published a freely accessible data resource profile of the SHW survey within the International Journal of Epidemiology. The purpose of this data resource profile is to provide information to enable researchers to understand the scope of the SHW data and how to access and make best use of it.

Looking ahead, we’re excited to build on our existing data infrastructure through a further round of data collection in 2025 which will allow us to continue to generate high-quality research evidence to support school health improvement in Wales and beyond.

Share Your Academic Insights: Have you utilised SHRN data in your academic work? Share your findings and insights in the comments below. Your contributions can help shape future health initiatives and interventions, fostering a healthier future for children and young people.

Help spread the word! Share this post with your friends and colleagues to raise awareness about the health and well-being of children and young people and the value of SHRN data.

About the Author

I am a Research Fellow within The School Health Research Network (SHRN) based at the Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), Cardiff University. As programme lead for analysis and outputs in SHRN, my research focuses on advancing adolescent population health through secondary analyses of quantitative data.

My research has explored changes over time in youth smoking and cannabis use, investigated the short-term effects of introducing e-cigarette regulations on youth vaping, and examined potential biases when combining routine data linkage with national surveys of secondary school children. My aim is to generate high-quality evidence that informs public health policies and interventions, ultimately contributing to healthier communities.

Insights and Recommendations from the Well-being in Schools and Colleges Study (WiSC)

Our recent study in 2023/24 engaged with care-experienced children and young people, as well as staff in secondary schools and FE colleges across Wales. By care-experienced, we refer to those in foster care, residential care, living with friends or family (kinship care), or those who have been adopted. The study involved a review of survey responses collected in 2017/18 as part of The School Health Research Network (SHRN), to understand school mental health provision using The SHRN Student Health and Well-being (SHW) survey and The SHRN School Environment Questionnaire. We also included insights from carers and staff in mental health services and social care. Here’s a summary of their perspectives on well-being needs and support in schools and colleges.

Key findings

Learner Well-being Needs in Secondary Schools: The SHW survey revealed that care-experienced children and young people had poorer well-being compared to their peers, with those in residential care reporting the lowest levels of well-being. Our interviews identified critical periods of heightened need, such as during transitions from primary to secondary school, exam times, and the lead-up to school holidays.

Student Well-being Needs in FE Colleges: Transitioning to college brought additional well-being challenges, including making new friends; practical concerns about money and travel; choosing the right course, and losing school support. Once in college, students faced pressures to perform well academically and anxieties about moving towards independent living.

Support in Secondary Schools: Schools adopted a person-centred approach, focusing on individual learner needs. School environments often served as a support system, with learners highlighting favourite lessons and clubs. Friendships played a crucial role in their well-being. Nonetheless, there were notable gaps in support for adopted learners.

Support in FE colleges:  Support during the transition from school to college included careers advice and visits to colleges during quieter times. Post-transition, pastoral teams provided tailored support, particularly for students moving to independent living. However, support for adopted students remained limited.

WiSC Recommendations

For all organisations supporting care-experienced children and young people:

• Ensure children, young people, and carers are central to understanding needs and to future changes and developments.
• Strengthen partnerships between education, mental health, and social care.
• Address the specific needs of adopted children and young people.
• Support the mental health and well-being of school and college staff.

Schools:

• Encourage good relationships between learners and staff.
• Help build and maintain strong friendships among learners.
• Provide support tailored to the individual needs of each child and young person.

Colleges:

• Ensure a consistent adult is available to support young people during their transition to college, perhaps expanding the role of the Personal Advisor offering more comprehensive support from a single source.
• Facilitate year-round collaboration between schools and colleges to aid transitions.

Read more about this study.

Please reach out to us directly by emailing WiSC@cardiff.ac.uk.

Please share this blog to raise awareness – let’s work together to create a brighter future for all care-experienced children and young people in Wales!

In today’s information-rich world, infographics are a powerful tool for transforming complex data into engaging visuals that resonate with diverse audiences, making data more accessible. In this blog, Huw Eifion Evans, Healthy School Co-ordinator for Conwy, shares his Top Ten Tips for using infographics to bring insights from The School Health Research Network (SHRN) data to life.

Whether you’re aiming to communicate key findings with learners, staff, parents/carers or school governors, these tips can help ensure your SHRN data is both impactful and easy to understand.

Engage & Inform: 10 Tips for Dynamic SHRN Infographics  

1. Less But Better

Define a clear objective for your infographic and limit your content to this focus. While it’s tempting to add more colours, text, and details, too much information can clutter the design and obscure your core message.

2. Create a Clear and Consistent Layout

Organise information logically, dividing data into sections to avoid overwhelming viewers. A grid or column-based structure can keep the design easy to navigate.

3. Embrace Visual Hierarchy

Use contrasting fonts, colours, and sizes to draw attention to the most important parts of the infographic. Bold percentages, icons, or highlighted figures help emphasise key findings.

4. Select the Relevant Data

Choose data points that will resonate with your audience. For example, if you’re addressing mental health outcomes, highlight key statistics that align with this topic. 

5. Prioritise Accessible Colours and Fonts

Ensure your infographic is inclusive by selecting readable fonts and high-contrast colours. This improves accessibility for individuals with visual impairments and makes the design appealing for all viewers. Aim for a font size that is easily readable, even on smaller screens.

6. Use Icons and Images Effectively

Incorporate icons, illustrations, or simple graphics to represent data categories. Visuals can make content more relatable and memorable, especially for younger audiences who may prefer visuals over text-heavy information. For example, using a heart icon for health-related data makes the information more relatable.

7. Be Concise with Text

Limit text to short descriptions or phrases to keep the focus on visuals. Use bullet points or short phrases instead of long paragraphs. This keeps the focus on visuals and makes the information easier to digest. Aim for clarity in your descriptions. Use active voice and engaging language to maintain interest. Phrasing like “Discover how…” or “Learn why…” can draw your readers in. 

8. Experiment with Graphs and Charts

Consider different chart styles – bar charts, pie charts, or graphs – based on the data type. Testing various formats will best convey your data’s story.

9.  Include a Clear Call to Action

Guide viewers on what they can do with the information. Whether it’s joining a discussion, supporting a school initiative, or reflecting on the findings, a call to action can make your data more actionable.

10. Invite Feedback and Encourage Sharing

Invite your audience to engage with and share the infographic, welcoming their feedback. This can lead to fresh insights and strengthen their connection to the data and school goals. Promote SHRN data sharing by including social media buttons or QR codes that make it easy for viewers to share the infographic with their networks. Encouraging sharing can amplify your reach and impact.

Infographic Creation Made Easy: Useful Tools and Resources

Adobe Colour

Canva

Flat Icon

QR Monkey

(Please note – I wish to clarify that my references to these products are not endorsements. Instead, I am sharing items that I have personally utilised and have proven to be effective. My objective is to provide authentic insights based on my own experiences)

Final Thoughts

By following these tips, SHRN data can be further transformed into valuable insights that support health and well-being across school communities and wider audiences. Infographics are more than just visual representations of SHRN data; they are powerful storytelling tools that can bridge the gap between complex information and public understanding. As you embark on your infographic creation journey, remember to keep your audience at the forefront of your design decisions.

Have you created infographics for your SHRN data? Do they make a difference in how learners and the wider school community engage with the data? We would love to find out more!

Share your experiences by emailing SHRN Engagement Manager, Charlotte Wooders.

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