Through the use of their School Health Research Network (SHRN) data and targeted interventions, Whitmore High School has made positive strides in enhancing learner health and well-being.
By analysing SHRN data, the school identified key areas for improvement and implemented specific strategies to address them, focusing their attention on learner fulfilment, school connectedness , and overall life satisfaction. These targeted interventions have led to improvements in learner health and well-being, demonstrating the school’s commitment to placing health and well-being at the forefront of its mission. As a result, learners are better equipped to thrive both in school and beyond, ensuring they have the best possible opportunity for success.
Click below to find out more
Whitmore High School: Where SHRN, Health & Well-being and Meaningful Connections Shape the School Community
We are thrilled to announce that our organisation is transitioning from Twitter / X to Bluesky and LinkedIn for our social media updates and engagement. This move allows us to better connect with our community, share more in-depth content, and engage in meaningful conversations.
You can now follow us on Bluesky @shrnwales.bsky.social and on LinkedIn at ‘The School Health Research Network’. On these platforms, we will continue to share the latest news, updates, and insights about SHRN. We look forward to engaging with you in new and exciting ways.
We encourage you to follow us on Bluesky and LinkedIn to stay updated with our latest content.
A recent study using SHRN data, has revealed a concerning trend among secondary school learners in Wales. It reveals that perceived pressure from schoolwork has doubled over the past two decades. This increase in academic stress is closely linked to a rise in emotional problems among young peoples, raising public health and well-being concerns.
The comprehensive analysis revealed that since 2009, the number of learners reporting intense schoolwork pressure has nearly doubled, with 26% feeling significant pressure in 2021. Older female learners are particularly affected.
‘It’s concerning to see how many young people in Wales are overwhelmed by perceived schoolwork pressure, especially girls. We must investigate further why these pressures are escalating. Understanding the root causes of these pressures is crucial for developing effective interventions to support young people.
‘Future research must urgently explore whether changes in perceived schoolwork pressure are due to more pressurised school environments, shifting expectations, or other challenges. This understanding is vital to prevent further increases in schoolwork pressure and young people’s mental health problems’.
As a member of the research team for the study titled Change over time in perceived schoolwork pressure and associations with emotional problems among 11–16-year-olds: A repeat cross-sectional study in Wales, I was involved in exploring a pressing issue: the surge in emotional problems among young people in Wales. This alarming trend has left many of us wondering why it’s happening, yet there are so few studies investigating the underlying causes. That’s why our research is both timely and crucial. By leveraging data from The School Health Research Network (SHRN), we uncovered trends in emotional problems and perceived schoolwork pressure, shedding light on the challenges faced by today’s young people.
Did you know that one in four learners in Wales reported experiencing significant schoolwork pressure in 2021?
This was one of the key findings from our study, which used secondary data spanning 2002 to 2021. The study aimed to examine trends in perceived schoolwork pressure and emotional problems in Wales over this period, and to determine if changes in schoolwork pressure could explain the rise in emotional problems.
Prior to conducting this study, I spoke with members of our Youth Advisory Group at the Wolfson Centre for Young People’s Mental Health – Cardiff University at Cardiff University. They shared concerns about the amount of schoolwork and exams that they have, and how they feel pressured to excel to get into university. Speaking to the young people highlighted just how important it is to understand and address these school-related pressures.
Since 2009, the number of learners in Wales reporting schoolwork pressure has nearly doubled, with around 26% feeling a lot of pressure in 2021. This pressure was most commonly reported by older girls and explained some of the rise in emotional problems among young people. These findings highlight an important public health concern. Young people in Wales are experiencing increased levels of schoolwork pressure, which are consistently associated with higher levels of emotional problems.
Why are young people experiencing increased pressures?
The study utilised secondary data from The Health Behaviour in School-aged Children (HBSC) study and survey data from The School Health Research Network (SHRN). These surveys included nationally representative samples of secondary school pupils in Wales from 2002 to 2021, encompassing data from over 300,000 individuals. The proportion of young people in Wales perceiving a lot of schoolwork pressure increased between 2009 and 2021, mirroring similar increases in emotional problems. Understanding why young people are experiencing increased pressures is crucial for public health and could inform interventions to help young people cope with academic and societal demands.
Future studies should investigate whether changes in perceived schoolwork pressure reflect more pressurized school environments, shifts in young people’s or societal expectations, or other challenges affecting young people’s ability to cope. This understanding is key to preventing further increases in schoolwork pressure and young peoples’ mental health and well-being.
Our study raises important concerns about the pressures faced by young people in Wales. The overall increase in schoolwork pressure may have contributed to the rise in emotional problems, particularly among girls. Understanding the reasons behind these pressures is essential to preventing further increases and addressing mental health and well-being issues. A broader cultural shift towards managing academic demands may also be necessary to support the healthy development of future generations.
In conclusion, our study highlights a growing concern: the increasing levels of perceived schoolwork pressure among young people in Wales and its association with rising emotional problems. This trend underscores the urgent need for further research to understand the underlying causes and to develop effective interventions. By addressing these pressures, we can help young people manage academic and societal demands more effectively, ultimately better supporting their mental health and well-being.
Thank you for taking the time to read about our research. By understanding and addressing the pressures faced by young people today, we can work towards creating a healthier and more supportive environment for future generations of children and young people.
What do you think are the main reasons behind the increasing schoolwork pressure among young people today?
Do you have any ideas or suggestions for future research on this topic? What aspects do you think need more attention?
Your thoughts and experiences are valuable. Share them with us by emailing shrn@cardiff.ac.uk.
I am a Research Associate based at the Wolfson Centre for Young People’s Mental Health. My research focuses on population changes in child and adolescent mental health. I am particularly interested in time trends and in understanding the factors that may have contributed to recent increases in depression and anxiety. I am also interested in resilience and predictors of positive mental health and well-being and have previously conducted research on resilience following peer victimisation. Read more…
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 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.
Key Findings
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.
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.
About the author
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.
This school case study is part of an ongoing series exploring innovative, evidence-informed practices based on SHRN data.
Case Study Outline
At Ysgol Aberconwy, the commitment to using SHRN data has encouraged a proactive and preventative approach to health and well-being, which has been at the heart of their efforts to support learners. By assessing key findings and trends, the school identified sleep as a significant priority. Using SHRN data to inform action planning and collaborating with both learners and external partners, the school has implemented a wide variety of initiatives to improve sleep quantity and quality and, in turn, enhance overall learner health. This case study outlines the steps they’ve taken to embed SHRN data into their self-evaluation and development plans and the positive impact it has had on the whole school community.
Click below to find out more
Ysgol Aberconwy: Leading the Way in Sleep and Well-being for Learners
A recent journal article drawing on data from The SHRN Student Health and Well-being Survey, published in the Journal of Adolescent Health, examined teenagers’ mental and physical health complaints before and two-years after the start of the COVID-19 pandemic.
The study analysed data from 792,606 teenagers aged 11, 13 and 15 years across 35 countries (including Wales), as part of the international Health Behaviour in School-aged Children (HBSC) study. Drawing on four waves of HBSC data between 2010 and 2022, the study found that, cross-nationally, both mental and physical health complaints reported by teenagers in 2022 were considerably higher than what would have been expected based on pre-pandemic trends, particularly among adolescent girls.
Key Findings:
Gender Differences: Both boys and girls reported substantially higher levels of mental health issues in 2022 (e.g. feeling low, nervous, irritable, and having difficulty sleeping), compared to past trends from 2010 to 2018. For physical health issues (e.g. feeling dizzy, headache, stomach ache, and back ache), a small but significant increase was observed only among girls.
Sociodemographic Differences: Pre-existing inequalities by age widened between 2018 and 2022, with 13- and 15-year-olds reporting more complaints than 11-year-olds. In contrast, differences between socioeconomic groups observed prior to the pandemic for physical health issues got smaller: this was due to a greater increase in physical health issues reported by young people from higher compared to lower affluent families.
Family Structure Impact: Young people living in single-parent households reported considerably higher levels of mental and physical health issues compared to those living with both parents, with this gap widening between 2018 and 2022.
One of the article’s co-authors, Dr Nick Page (Research Fellow and SHRN analytical lead), said:
“Drawing on data from 35 countries, our study highlights how changes in young people’s mental and physical health were substantially worse than expected following the COVID-19 pandemic, particularly among girls and those living in single-parent homes. Given youth mental health was declining before the pandemic, this international evidence supports a narrative that COVID exacerbated an already existing crisis that needs urgently addressing.”
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.
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.
In 2024, SHRN took a significant step forward by expanding the SHW survey to include primary schools in Wales. This expansion has allowed us to collect invaluable data on the health and well-being of younger children aged 7-11 for the first time. The initiative aims to provide early insights into the health habits and challenges faced by children, facilitating earlier intervention and support within the educational system. This new dataset complements our existing research and offers a more comprehensive view of youth health across different age groups.
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.
SHRN’s partner, Public Health Wales, is seeking feedback on new standards for a whole school approach to health and well-being in Welsh schools. These standards will replace the National Quality Award from 2009 and focus on core components rather than specific health topics, allowing schools to set their own health priorities and promote continuous improvement.
The proposed standards cover seven areas: Leadership, Understanding Need, Involvement, Workforce, School Culture, Curriculum, and Support Services. Each standard includes detailed descriptions of necessary practices.
SHRN is embedded into the whole school approach to health and well-being in Wales by providing essential data and evidence-based practices. SHRN conducts comprehensive surveys to gather data on learner health and well-being, which helps schools identify specific needs and areas for improvement. This data-driven approach is supported by feedback reports and national benchmarks, guiding schools in self-evaluation and action planning.
Additionally, by offering resources and facilitating continuous improvement, SHRN ensures that schools can effectively implement and sustain health and well-being initiatives.
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.
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!
