Across Wales, schools are exploring new and practical ways to bring SHRN evidence into PSE and wider health and well being learning. Using real data gives teachers a straightforward way to make lessons more grounded in what their learners are actually experiencing. This blog shares examples of how schools are connecting SHRN themes e.g. mental health, sleep, or healthy choices, with existing lesson content in meaningful and practical ways.
Ysgol Aberconwy: Using SHRN Sleep Data in Daily Learning
In Ysgol Aberconwy, teachers used their SHRN sleep data for classroom discussion and practical activities such as assemblies on circadian rhythms, discussions about screen use and sleep cycles, and a voluntary “no‑tech hour before bedtime” challenge to help learners reflect on their own habits. Some classes also trialled simple sleep‑tracking over a week, helping learners notice links between their routines, mood, concentration, and energy. These hands‑on activities were supported by whole‑school campaigns where learners designed posters and led parent and carer workshops to share practical sleep tips at home, helping the school build a consistent message about the importance of healthy sleep.
Whitmore High School: Turning Data Into Meaningful Learner Reflection
Whitmore High School offers another strong example of how SHRN data can shape meaningful learning experiences for young people. After reviewing their SHRN findings, the school identified key priorities around learner fulfilment, school connectedness, and life satisfaction. Teachers then used these insights to guide targeted, curriculum‑linked activities that helped learners reflect on their own well‑being and relationships within the school community. This included structured classroom discussions, pastoral sessions, and themed activities designed to strengthen learners’ sense of belonging and emotional resilience. By embedding SHRN insights into everyday learning, Whitmore gave pupils clear opportunities to understand the data, explore what it means for them, and contribute to positive change within their school environment.
Supporting a Whole‑School Approach
Bringing SHRN data evidence into lessons doesn’t sit in isolation. It connects naturally with wider whole‑school health priorities, especially through the WNHWPS who use the same SHRN findings to:
Identify school‑level improvement priorities
Shape well‑being action plans
Strengthen consistency between policy, practice, and learner experiences
When classrooms and school strategies draw on the same evidence, learners experience a clearer, more coherent approach and can see how their views influence decisions across the school.
Growing Confidence in Using Evidence in Education
These emerging resources represent a shift towards helping schools use well‑being data more actively, not just as something to be reported. When SHRN findings are connected with structured lesson pathways, teachers are supported to:
Deepen learner reflection
Strengthen learner voice
Offer more relevant, responsive curriculum experiences
Use evidence to inform and adapt teaching
Empower learners to make sense of their own experiences
This is about showing what’s possible when SHRN data becomes part of learning, not just part of policy.
Making the Most of Your School’s Data
Schools using this approach are encouraged to start by reviewing both their national and school‑level SHRN findings. From there, they can identify topics most relevant to their learners and choose the lessons or curriculum areas where these themes naturally arise.
There are also opportunities beyond PSE. Some schools are beginning to link SHRN data to the Mathematics and Numeracy Area of Learning and Experience, using real school data for authentic data‑handling activities that build both numeracy skills and learner engagement.
A Joined‑Up, Evidence‑Driven Pathway for Health and Well‑Being
By integrating SHRN evidence into lesson content, schools can offer learners more than information, they can provide space to reflect, ask questions, and engage actively with issues that affect them.
This approach strengthens individual lessons, but it also contributes to more reflective, inclusive, and health‑promoting schools overall. And as SHRN evolves, with developments such as the new Secondary School Data Dashboard launching in December 2026, schools will have even more opportunities to use evidence meaningfully.
In this blog, PhD student, Sophie Borgia based at DECIPHer, Cardiff University, explains how her research is uncovering health and well-being inequalities using SHRN data, and how she will be exploring what schools can do to better support transgender and gender diverse (TGD) learners in mainstream secondary schools in Wales.
Hello, I’m Sophie Borgia, a PhD student at DECIPHer, Cardiff University. I’m using SHRN’s 2021 Student Health and Well‑being Survey data to explore health inequalities experienced by transgender and gender diverse (TGD) young people in Wales. My study also looks at how school policies, practices, and everyday environments shape these outcomes. To do this, I’m combining large‑scale quantitative analysis with qualitative research involving school staff, TGD learners, and decision makers.
Why This Research Matters
Transgender and gender diverse[1] (TGD) young people can face health inequalities compared to their cisgender[2] peers. While mental health disparities are well documented, much less is known about other health outcomes, such as physical activity, substance use, and healthy eating, and the role schools play in shaping these. My research begins to address these gaps by using SHRN’s 2021 data to explore potential inequalities across a broader range of health and well-being outcomes. It also examines how secondary school contexts influence these outcomes. My work aims to provide evidence that can help schools create more inclusive and supportive environments.
However, there is limited research investigating whether TGD young people experience inequalities in other outcomes related to health and well-being, and how schools influence these.
Using SHRN Data for New Insights
Building on this evidence, my PhD study uses SHRN’s 2021 Student Health and Well-being Survey data to examine health-related inequalities experienced by TGD young people. I’m exploring whether these inequalities go beyond mental health to areas such as physical activity, substance use, and healthy eating. Alongside this, I’ll explore how secondary school policies and practices influence TGD learners’ health by speaking with school staff, TGD young people, and partners involved in health and education. The aim is to generate evidence that can help schools create more inclusive environments and reduce health inequalities. Together, this will help build a fuller picture of where inequalities exist and why.
It can be challenging for researchers to understand whether TGD young people experience differences in health-related outcomes compared to their cisgender peers. One reason is that studies often struggle to recruit a large and diverse enough sample of young people with different gender identities.
This is where SHRN data makes a difference. SHRN surveys thousands of young people across Wales every two years, and asks questions about a wide range of health and well-being outcomes. Young people can also choose to share their gender identity, which means SHRN data provides a unique opportunity to study differences in health-related outcomes between gender identity groups.
My PhD focuses on five key areas:
Mental health
Well-being
Substance use
Physical activity
Healthy eating
Using SHRN’s 2021 Student Health and Well-being Survey data, I’ve been able to compare these outcomes across young people with different gender identities.
Early findings suggest that TGD young people report reduced physical activity and poorer mental health and well-being compared to cisgender peers. I’m continuing the analysis and will share detailed results in an upcoming research paper.
How Secondary Schools can Get Involved
These patterns raise important questions: How do school environments influence health behaviours and outcomes? And what can schools do- practically and sustainably- to support TGD learners’ health and well‑being?
To answer these, I’m inviting secondary schools andpeople working in health and education to take part in the next stage of my PhD. I’ll be working with four secondary schools across Wales to recruit staff and learners.
My research will use:
Focus groups with school staff (including senior leadership, teaching and pastoral roles)
Creative focus groups with transgender, nonbinary, and gender diverse young people
Interviews with people working in education and health (e.g. Welsh government and local authority education roles, health and well-being promoting schools co-ordinators, and other public health roles related to secondary education settings)
The goal is to provide practical insights for school staff and policymakers to create more inclusive and supportive school environments for TGD learners, and to identify what’s working and what needs to change.
Looking Ahead: How Schools Can Make a Difference
SHRN’s 2021 data has given us a clearer picture of the health and well-being challenges faced by TGD young people. Next, I’ll examine how school policies and everyday practices contribute to these outcomes , and which inclusive approaches can make a measurable difference. TGD young people deserve school environments where they feel safe, seen, and supported and your insight can genuinely help make that happen.
The next stage of my PhD relies on the lived experience and professional expertise of people working directly in secondary education and health. By taking part, you’ll be helping to shape practical, realistic recommendations that schools across Wales can use to improve the health and well-being of TGD learners.
I’m looking to work with four secondary schools from across Wales to assist with recruiting staff and learners to take part.
If you work or know someone who works in a Welsh secondary school which could help with this, I’d love to hear from you. I would also be keen to speak to people working in education and health (such as Welsh government and local authority education roles, health and well-being promoting schools co-ordinators, and other public health roles related to secondary education settings)
Your perspectives and experiences are essential; they can directly influence how we understand these challenges and how we build more inclusive approaches that truly make a difference for TGD young people.
[1] TGD: Transgender and gender diverse. This term is used to describe people whose gender identity is not the same as the sex they were assigned at birth.
[2] Cisgender: Describes people whose gender identity is the same as the sex they were assigned at birth.
In summer 2025, I visited six secondary schools across Wales to explore young people’s views on school connectedness as part of developing a post-doctoral fellowship application. Over 100 pupils from Years 7–12 took part in discussion sessions. As an early career researcher, this was my first time building public involvement into a funding bid, and I learned a lot along the way. Here are a few reflections I hope might help others starting out…
You might need funding before you can apply for funding
I began with online chats with practitioners working in and with schools to help shape my initial research ideas. This was really helpful and enabled me to narrow down the scope of my proposed project. However, it became clear quite quickly that I needed to hear directly from young people in schools. To do that properly, I needed funding, at the very least to cover my travel, and ideally to offer something to schools for supporting the work.
Luckily, I was able to apply for a small grant through Cardiff University’s Ignite research culture programme, which awarded me £2,000. Without that, I’d have looked for seedcorn funding from organisations like the British Academy Early Career Network and Learned Society of Wales. Health and Care Research Wales also often have small pots available for public involvement work.
Accessing participants takes creativity and connections
The School Health Research Network (SHRN) was my first stop for support and advice. SHRN’s network includes all state-maintained secondary schools in Wales, and they helped connect me with schools willing to take part. I offered £100 to each school to support the visit and cover any staff/non-staff costs. Recruitment was also made easier because the topic aligned well with school priorities around school connectedness and pupil voice.
Working with schools was incredibly rewarding but also required flexibility. Some schools needed more lead-in time than others. Building relationships and being clear about what was involved really helped. Also consider the timing of public involvement carefully – I mainly wanted to speak to students in years 7-9 which worked well during the summer term, but it would have been tricky to access year 11 students who were either sitting exams or had already left school.
It is important to consider how you can make your sessions inclusive and accessible. Ensure activities are age-appropriate and think about how you will encourage involvement from students who are quieter or less confident – perhaps by providing opportunities to add thoughts on post it notes as well as verbally. If you’re working with diverse groups or through partner organisations, set aside funding not just for participant payments, but also for translation services and fees that help cover staff time or other support costs. These are often essential to making public involvement genuinely inclusive and feasible for those you’re asking to take part.
While ethical approval is not typically required for public involvement activities, it is essential that these activities are conducted ethically. When planning your engagement, you should carefully consider matters such as informed consent, safeguarding, and confidentiality. Seek advice if you are unsure.
I also ran online sessions with youth advisory groups from The Fostering Network and the National Centre for Mental Health. If you’re working in a particular area, it’s worth reaching out to third sector organisations to see if they already have public involvement groups you can draw on. I paid all participants £25 for an hour of their time.
Start early…it takes longer than you think!
I started writing the public involvement bid in January, submitted in February, heard back in March, recruited schools in April/May, and ran sessions in June and July. The final fellowship application was submitted in September. That’s a nine-month lead-in time. You might also find it useful to build in time for more than one session with the same group as your ideas develop.
Ask questions that help shape your bid
It’s not always obvious what to ask in public involvement sessions, especially early on when your ideas are still taking shape. I found it helpful to space out the school visits so I could reflect and adjust my focus as my bid developed.
In my fellowship application, I used the feedback from young people to justify key decisions such as why I chose a particular age group, method, or timing of data collection. For example, one key insight from the sessions was how differently young people felt about school connectedness as they moved through school. This led me to adjust the age range that I focused on in the final bid. Think about the questions you’ll need to answer in your funding application or interview and work backwards to make sure you ask contributors for input on those areas – and that you listen to them.
And finally… write the application!
Make sure you use what you’ve learned and actually write the bid. It’s good practice to let contributors know how their input shaped your application and whether it was successful. I put together a short report that was shared with the participating schools.
If I could give one piece of advice, it would be: start early and don’t be afraid to ask for help. Public involvement is a learning curve, but it’s absolutely worth the effort!
In this blog, written by Maria Boffey, SHRN Knowledge Exchange and External Affairs Manager, explores how a Monmouthshire WNHWPS school cluster is using SHRN data to drive collaborative and system-wide change. From transition planning to strategic alignment, the cluster’s approach shows what’s possible when SHRN data becomes a shared foundation for reflection, planning, and action.
The Monmouthshire WNHWPS school cluster offers a compelling example of how SHRN data can be embedded into school improvement processes to drive meaningful, collaborative change. The cluster approach demonstrates SHRN not simply as a data collection tool but as a catalyst for system-wide reflection, planning, and action.
Collaboration Starts with SHRN Data
One of the most powerful aspects of the Monmouthshire model is the way that SHRN data is used as a shared foundation for meaningful conversations in the cluster. Rather than being used in isolation, the data is regularly revisited, explored, and discussed across schools, roles, and partners. This has enabled an evidence-informed culture to take root where SHRN data is not only discussed but actively used to guide decisions at every level, from curriculum planning to community engagement.
A standout strategy is the cluster’s use of Year 6 and 7 data to shape transition planning. By focusing on this pivotal cohort, schools can spot emerging behaviours and attitudes early on. It gives insights that feed into both primary and secondary planning. Alternating SHRN data focus each year helps maintain progress across the cluster.
Building Capacity for Data-Informed Practice
This cluster has made a deliberate investment in building the confidence and capability of school ‘s health and well-being leads to interpret and apply SHRN data insights. Through regular workshops, structured reflection, collaborative planning, and ongoing dialogue, staff have developed the skills to identify trends, triangulate evidence, and align findings with their own school’s priorities. This has helped embed data-informed decision-making into everyday practice.
This hands-on approach reflects SHRN’s broader goal in helping schools become confident, capable users of evidence-based data for improvement The cluster’s use of guiding questions to interrogate SHRN reports exemplifies this shift—from passive data consumption to active data engagement.
Aligning SHRN Insights with Strategic Priorities
The integration of SHRN data into the cluster’s Monitoring, Evaluation, and Review (MER) cycles ensures that health and well-being priorities are not viewed as isolated efforts but embedded within broader school improvement frameworks. The alignment with the Curriculum for Wales, particularly the Health and Well-being AoLE, further reinforces the strategic value of this work.
Moreover, the cluster’s actions are clearly mapped to national priorities, including digital competence, learner voice, and emotional well-being. This coherence strengthens the case for SHRN as a tool that supports not only local planning but also national policy implementation.
Sustaining Impact Through Collaboration
The Monmouthshire model illustrates how collaborative structures can enhance the sustainability of data-informed initiatives. By distributing leadership, leveraging individual school strengths, and engaging external partners, the cluster has created a system where responsibility is shared, and progress is collective.
Looking Ahead
The Monmouthshire experience offers valuable learning for other regions looking to embed SHRN data into strategic planning and cross-sector collaboration. As SHRN continues to evolve, the Monmouthshire case highlights several opportunities for learning:
Strengthening family engagement through targeted communication and workshops.
Expanding the use of primary SHRN data to identify earlier intervention points.
Developing tools and templates to support replication of the cluster model in other regions.
Ultimately, the Monmouthshire cluster demonstrates what is possible when SHRN data is embedded into a culture of shared purpose, strategic planning, and inclusive practice.
Read the full case study for more insights into Monmouthshire’s approach and practical takeaways for your own setting.
School Case Study- Leveraging SHRN Data to Drive Collaborative Health and Well-being Improvements Across School Clusters: Monmouthshire Welsh Network of Health and Well-being Promoting Schools (WNHWPS)
This blog highlights how accessible health and well-being data can help the sector design targeted programmes, build partnerships, and advocate for resources, all informed by the voices of young people.
Administered every two years to secondary school learners, The SHRN Student Health and Well-being survey covers a range of topics including mental health and well-being, physical activity and nutrition, substance use, sexual health, and social relationships.
In 2024, SHRN broaden its reach by launching a national roll out with primary schools across Wales, engaging nearly half of all primary schools in the data collection process. This expansion marks a pivotal step in building a clearer picture of children’s health and well-being from an earlier age, enabling tailored and focused support for key moments such as the transition to secondary school.
While the dashboard is not yet available for primary school data, reports from this phase of the survey can be accessed hereoffering valuable insights for those working with younger children.
Over the years, SHRN has helped shape a national approach to collecting and using data in schools. It’s been vital in guiding public health and education policies, programmes, and interventions that aim to improve the lives of children and young people across Wales.
About The Public Health Wales Secondary School Children’s Health and Well-being Dashboard: SHRN Survey Data Dashboard
Users can explore trends by year group, gender, age, local authority, health board, and more – with ethnicity breakdowns coming soon. All data is anonymous and aggregated.
Putting the Dashboard to Work in Youth Work Settings
The dashboard can benefit your work by:
Gaining a better understanding of young people’s (11 – 18 years old) health and well-being trends for topics such as mental health, physical activity, dietary behaviours, social media use, school connectedness, sexual health, substance use and social relationships – helping to shape more relevant and responsive support.
Identifying emerging needs within specific communities or age groups, allowing for early intervention and more targeted programmes.
Strengthening funding applications and project planning by backing up proposals with reliable, up-to-date evidence and data.
Collaborating more effectively with schools, health professionals, and other partners by working from a shared understanding of the data.
Whether you’re designing a new project, evaluating impact, or advocating for resources, the dashboard offers a solid evidence base to guide your work and make a bigger difference.
Insights From the SHRN Data
The following highlights are drawn from a sample of SHRN data available on the dashboard. They offer a snapshot of key trends in emotional health, physical activity, and loneliness among young people in Wales. These insights help us better understand how factors such as gender and household affluence can influence well-being, and they provide a valuable starting point for further exploration and discussion.
Emotional Health
More than half of girls (54%) in Wales reported experiencing feelings of low mood, irritability, nervousness, or trouble getting to sleep, while only about one-third of boys (32%) reported the same issues.
Girls in lower affluence households (61%) were more likely to experience the above than those from higher affluence households (49%).
Physical activity and exercise
In 2023, the percentage of children living in high affluence households taking part in vigorous exercise outside of school time at least 4 times a week was 45%, whilst in low affluence households it was 32%.
Overall, there was a large gap between the percentage of boys versus girls taking part in exercise outside of school at 49% and 31% respectively.
Loneliness
In 2023, 35% of 11–16-year-olds reported feeling lonely at least some of the time during the last summer holidays. When looking at this by gender we see that girls in particular are more affected with nearly 42% of girls feeling lonely compared to 27% of boys.
Getting Started
You can access the dashboard here. Once inside, use the filters to explore topics like “School Life” or “Physical Activity and Diet.”
You can break down the data by area, year group, or other characteristics, and view results as bar or line charts. Data can also be downloaded in MS Excel format.
Top Tips
Start with one topic area that aligns with your current work.
Use the filters to explore differences by area, age or gender.
Explore single years of data or trends over time
Download charts or data to support your next funding bid or team planning session.
The Welsh Government has published a new report highlighting unmet evidence needs in the Whole School Approach to emotional and mental wellbeing. In this blog, Maria Boffey, SHRN External Affairs and Knowledge Exchange Manager, explores how SHRN’s robust, regular data is helping to address these gaps. SHRN’s surveys support schools and policymakers with evidence on pupil and staff wellbeing, equity, and impact. The report recognises SHRN as a key contributor to long-term monitoring and evaluation in primary and secondary schools in Wales.
At the School Health Research Network (SHRN), we welcome the publication of Whole school approach to emotional and mental wellbeing: unmet evidence needs by the Welsh Government. The report highlights the importance of robust, regular data to evaluate how the Whole School Approach Framework is being delivered—and, crucially, what difference it is making.
While the report acknowledges that a broad range of valuable information has already been collected, much of it has been gathered through one-off activities. To support continuous improvement, the report highlights the need for more consistent and representative data from across the school community—particularly from school staff and parents/carers.
The report identifies several key areas where further evidence is needed, including:
Engagement and communication with the whole school community.
Staff well-being and support needs.
School culture and environment.
Prioritisation and resourcing.
Partnerships with support services.
Alignment with education and health strategies.
Delivery across all education settings.
Staff experiences, wellbeing, and training needs.
This is where SHRN plays a critical role in addressing the evidence needs identified in the Welsh Government’s report. Through our regular learner and school-level surveys, SHRN provides a robust and representative source of health and wellbeing data including mental Health and Well-being; physical activity; dietary behaviours; social media use; social relationships, school connectedness; sexual health and substance use . This evidence supports schools, local authorities, and national policymakers in tracking progress, identifying gaps, and informing targeted interventions.
We also capture pupil voice and participation, helping to ensure that learners are actively involved in shaping wellbeing initiatives. Our data supports analysis of equity and inclusion, highlighting how different groups experience health and well-being provision. By linking wellbeing efforts to educational outcomes, we help demonstrate the broader impact of these initiatives. Importantly, our findings inform understanding of staff confidence and capacity to deliver wellbeing support, ensuring that professional development is aligned with the practical priorities and challenges faced in schools. Together, these contributions help build a more complete, evidence-informed picture of what’s working—and where further support is needed.
We are proud to be recognised in the report as a key contributor to the evidence base:
‘The School Health Research Network (SHRN) which is an important source of robust, regular health and wellbeing data via its learner and school-level survey’’ .
‘SHRN offers a fantastic opportunity to address the identified unmet evidence needs for both learners and school senior leaders to support improved long-term monitoring and evaluation’.
This Welsh Government report also highlights how SHRN can address these evidence gaps. Our robust, detailed, and long-term survey data is being routinely gathered from both learners in both primary and secondary settings and school senior leaders. The learner data (ages 11-16-years) are also already being integrated into the SAIL databank which provides fantastic opportunities for linkage with other education and health datasets to examine the impact of the Framework and the factors that influence these outcomes over time.
In addition, SHRN co-chairs the Health Promoting Schools Programme Board to ensure survey measures are aligned with the proposed standards for the Health and Well-being Promoting Schools programme. These standards closely align with the Framework, and this alignment ensures that SHRN data can directly support many of the unmet evidence needs identified in the report.
Looking ahead, SHRN sees further opportunities to enhance the data landscape. These include:
Undertaking a pilot of survey data collection with Pupil Referral Units (PRUs) across Wales.
Here at SHRN we believe that by working collaboratively across sectors, systems, and communities, the Whole School Approach can become a dynamic and responsive part of school life—one that evolves to meet the changing needs of learners and staff. SHRN remains fully committed to supporting this vision and to contributing to a healthier, more resilient future for all learners in Wales. Together, we can build a stronger, more supportive environment for every learner and educator in Wales.
The recent HBSC (Health Behaviour in School-aged Children) Conference in Athens brought together 121 delegates from 39 of the 51 member countries and regions. This vibrant event marked only the second time Greece has hosted the conference in the past two decades—making it a particularly special occasion.
Day 1: Setting the Stage
The conference opened with updates from the International Co-ordinating Committee, followed by inspiring keynote addresses. Prof. Oddrun Samdalset the tone, and we heard powerful reflections from João Breda (WHO Athens) and senior officials from the Greek Ministries of Health and Education.
Their messages underscored the critical role of international collaboration in advancing public health.
This collaboration is exemplified by the strategic integration of HBSC within SHRN since 2013, which has significantly improved response rates and expanded the national sample in Wales.
Key Highlights:
Presentation of eight HBSC trend reports on topics like social inequalities, sexual health, and mental health.
Sophie Jullien shared the WHO’s renewed strategy for child and adolescent well-being.
We were particularly thrilled to see Wales receive recognition for its integration of HBSC into the TheSchool Health Research Network (SHRN) – a model for effective monitoring and school-level health planning. Our model, which combines international data with SHRN’s national infrastructure, has been internationally recognised as a best-practice approach for school-level health action planning.
Focus Groups & Country Collaborations
Delegates joined focus groups aligned with their expertise ranging from violence prevention to eating and dieting. Our country cluster (England, Ireland, Scotland, Wales, and Canada) also met for some lively discussions on school recruitment and data sharing.
Wales was proud to present its approach through our bespoke school reports, digital dashboards, webinars, newsletters, and events. These tools not only support schools but also demonstrate how SHRN uses HBSC data to drive policy-relevant research and improve youth health outcomes.
A Touching Performance
A standout moment was a musical performance by En-Techni Psyhi, a group of mental health service users and community members. Their performance promoted destigmatisation through music; an emotional and memorable experience.
Planning Ahead
In the afternoon, we met with our specialised working groups to plan the next survey round. A proud moment came when Kelly and I were elected as Co-Principal Investigators for Wales; a role we’re honoured to take on. We also bid a heartfelt farewell to Dr. Chris Roberts, whose contributions to HBSC have been invaluable.
Day 2: Deep Dives & Collaboration
Participation in HBSC allows SHRN to contribute to and benefit from global knowledge exchange, ensuring that Wales remains at the forefront of adolescent health research.
The second day encouraged cross-disciplinary dialogue through morning cross-focus group meetings. Later, topic-specific sessions allowed for deeper exploration of key areas.
Development Groups
Post-lunch, we joined development groups tackling such as policy, methodology, chronic conditions, and qualitative validation methods
A Personal Highlight
I had the privilege of chairing a parallel health session featuring outstanding presentations from the Lithuanian, Dutch, and Belgian (Flemish) teams. The day concluded with a warm and lively dinner at a local restaurant—strengthening friendships and future collaborations.
Day 3: Closing Insights & Looking Ahead
The final day took us to the stunning National and Kapodistrian University of Athens, where we wrapped up with discussions on multi-level modelling and data optimisation.
The closing plenary was a fitting end to a truly inspiring event. As we said our goodbyes, the Welsh team left feeling energised and ready for the next chapter.
Final Thoughts
As we continue this work, the SHRN-HBSC partnership remains a cornerstone of our strategy – linking local action with global insight to promote young people’s health and well-being.
The HBSC Conference in Athens was more than just a meeting. It was a powerful reminder of what we can achieve through collaboration, innovation, and shared purpose. As we return to our work in Wales, we’re inspired to keep building on this momentum.
We’re already looking forward to reconnecting at the online meetings in November, and hopefully, attending next year’s conference hosted by the Czech team!
Stay Connected
To stay updated on SHRN and HBSC developments visit our website.
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 NeagleAS/MS, Cabinet Secretary for Education has highlighted, this work is about more than data—it’s about empowering schools to make meaningful, lasting change:
“ SHRN is a cornerstone in providing invaluable data and evidence that shape policy and practice. …. This crucial data supports the Welsh Government’s mental health and education policies and drives impactful work in the wider education sector and academia. SHRN is at the forefront of transforming the educational landscape, ensuring the well-being of our children and the future of our communities.”
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:
“SHRN data helps us plan a curriculum that responds to learners’ real experiences.”
Ysgol Maes y Gwendraeth
“Our SHRN data has helped us create a learner-led, age-appropriate well-being curriculum.”
Whitchurch High School.
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.
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Let’s keep the conversation going—and continue building stronger schools and healthier learners together.
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.
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.
