Category: Blog

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

Real-Life Impact: Learners Stories That Inspire Change  

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

James, Year 10:

“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: 

Simple Steps, Big Impact: Practical Tips for Better Sleep  

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

Encouraging Schools to Prioritise Sleep and Health and Well-being 

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

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

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

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

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

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

About the Author  

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

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

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

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

Written by Dr Kelly Morgan

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

Our Vision Moving Forward

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

A Leader with Expertise and Vision

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

A Proud Past and an Ambitious Future

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

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

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

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

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

Warm regards,

Dr. Kelly Morgan, Director, SHRN

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

Subscribe to our e-digest to stay informed and be part of SHRN’s ongoing journey to improve health and well-being in schools worldwide.

Showcasing Emotional and Mental Well-being

In support of The SHRN Student Health and Well-being Survey in Primary Schools, the SHRN team recently showcased emotional and mental well-being activities at events hosted by the WNHWPS Cardiff and Vale Healthy Team. These events provided a platform for schools to discuss their practices and explore the Welsh Government’s ‘Framework on Embedding a Whole School Approach to Emotional and Mental Well Being.’ Attendees, including Barnardo’s, Cardiff and Vale University Health Board, the NSPCC, and Public Health Wales, shared insights and experiences. Throughout the events, schools referenced the valuable data driven insights gained from their SHRN reports, using data to identify key areas for development. This SHRN data-driven approach has become a vital tool for schools in their self-evaluation of the Whole School Approach. Additionally, we engaged participants with an interactive arts-based activity focused on emotional and mental well-being.

Data Driven Insights

Throughout the event, many schools referenced the valuable insights they’ve gained from their SHRN school level report and data. By analysing their bespoke data, these schools have been able to identify key areas of development for learner health and well-being. This SHRN data-driven approach has become a vital tool for schools in their self- evaluation of the Whole School Approach.

Engaging Activities

In addition to the school presentations, we were also invited to engage participants – both learners and teachers – with an interactive activity that tied directly into the central themes of emotional and mental well-being. Wanting to offer something engaging, creative and memorable, we turned to arts-based research methods.

Creative Methods in Action

Cardiff University’s School of Social Sciences has a strong tradition of using creative and arts-based methods to help people explore and communicate complex and challenging topics. These include the experiences of looked-after children (Mannay et al. 2023), young people’s experiences on gender and sexuality (Timperley 2024), and online social and romantic relationships (Marston 2023).

When topics are hard to talk about, or have strong embodied and emotional qualities, creative activities – like making cut-up poetry, building with clay, sandboxing and painting – can help people express their feelings in a way that words sometimes can’t.

Though we weren’t conducting formal research at the event, we felt these creative methods might support children and adults attending to carefully consider their own experiences of mental and emotional well-being – and to connect the SHRN Student Health and Well-being Survey in Primary Schools to their own lived experiences and work contexts.

The Wyred Bodies Activity

Knowing we’d only have a short time to engage with the attendees, we decided to use an activity called ‘Wyred Bodies’, which was featured in the Primary AGENDA resource in collaboration with the Children’s Commissioner for Wales, NSPCC Cymru, and Welsh Women’s Aid.

This activity invites participants to create little figures using pipe cleaners, craft wire, or wax yarn, which can be shaped into different poses. Participants are then invited to ‘guess the feeling’ expressed by the poses of one another’s figures. The exercise invites participants to question whether our feelings are always visible – and when they are visible, whether our feelings might look similar to, or different from, those of other people.

A Successful Engagement

To our delight, the activity was a huge hit! By the end of the day our SHRN stand festooned with small colourful figures of different shapes, sizes and poses. The children returned to collect their creations and take them home. One learner even expressed how much she enjoyed the activity and asked her teacher if they could do it again at school!

Conclusion

Although we didn’t have much time to dive into the details of the activity with everyone who stopped by, we hoped that by discussing the SHRN Student Health and Well-being Survey in Primary Schools in such a fun and supportive setting – while making and posing the expressive little figures – encouraged attendees of all ages to consider the importance of supporting emotional and mental well-being, whilst also highlighting how emotions can be diverse and hard to fully capture in just one expression or form.

Get involved and make a difference! Read our latest blog posts to discover innovative ways to support emotional and mental well-being in schools.

Follow us on Bluesky and LinkedIn for more updates and resources from SHRN. Together, we can create healthier, happier learning environments for all learners in Wales!

About the Authors

Dr. Max R Ashton, Research Assistant

I joined the DECIPHer April 2024, as a research assistant supporting the activities of SHRN. I have a long history as a student at Cardiff University (BSc Human and Social Sciences, MSc Social Science Research Methods, PhD) which began in 2016. My academic background incorporates critical social Psychology and Education, with a specific research focus on school-based relationships and sexuality education (RSE). My PhD research incorporated diverse qualitative methods within a novel ‘post-qualitative’ theoretical approach, to explore Welsh teachers’ and pupils’ experiences of RSE provision during the rollout of the national Curriculum for Wales. My research interests include gender and sexuality, theorising complexity within organisations, and exploring the processes by which policy is translated into practice in education.

Charlotte Wooders, Engagement Manager

Charlotte is responsible for delivering knowledge exchange and engagement activities, bringing together the SHRN team, partners who use our research and wider communities to share ideas, evidence, and expertise. She also works with schools and partners across Wales, to showcase and demonstrate the impact of SHRN data, in how it creates a real and positive difference to the health and well-being of children and young people. Charlotte has previously worked in the third sector, delivering regional and national programmes and co-production initiatives to support and improve practice and policy outcomes for vulnerable children, young people, and families. She has also previously contributed to several DECIPHer and CASCADE publications and research studies, supporting stakeholder engagement and knowledge exchange activities.

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.

Read more about this study.

About the author

Dr Jess Armitage

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…

Why SaFE Matters

Improving sexual health and reducing dating and relationship violence among young people is a critical public health priority. The SaFE intervention addresses these issues in Further Education (FE) settings by offering free onsite sexual health and relationship services, promoting these services, and training FE staff to support sexual health and recognise and respond to cases of dating and relationship violence and sexual harassment.

Can SaFE Thrive in FE Settings?

The main research question was whether it is possible to implement the SaFE intervention in Further Education (FE) settings. This meant evaluating how acceptable the intervention and study methods were to students, staff, and other stakeholders.

Crafting and Testing SaFE

To refine and test the SaFE intervention, we worked closely with FE students, FE staff, policymakers, academics, and the DECIPHer young people’s advisory group (ALPHA). We tailored existing publicity and staff training materials to fit the FE context. We then conducted a pilot study in eight FE settings (including a combination of SHRN member member Sixth forms, and community colleges) across England and Wales. Six of these settings were randomly chosen to receive the SaFE intervention, while two served as control settings. We surveyed students at the start of the study and again 12 months later. We also interviewed staff, students, and sexual health nurses, and observed how the intervention was delivered.

What We Discovered

• Participation and Engagement: All FE settings agreed to participate and remained in the study. Overall, 56.3% of students invited to take part in the survey did so. Initial survey participation was 60.7%, and 51.9% at the 12-month follow-up. This was slightly below the target of 60% for both time points.
• Service Visibility and Utilisation: Publicity for the onsite sexual health service was visible in all settings. Nurses attended over 80% of the onsite sexual health service sessions, and 137 staff members received training.
• Student Concerns: Approximately a quarter of students expressed concerns about providing permission to access and link their health records.

SaFE’s Success, Future Directions and SHRN

The SaFE intervention was successfully implemented and positively received by FE students, FE staff, and nurses. However, they felt that it needed more time to become fully integrated into FE settings.

Increasing student survey completion rates is crucial for a future study, as well as finding the right location within an FE setting to house an onsite sexual health service. A larger study is necessary to determine if SaFE can effectively improve sexual health and reduce dating and relationship violence and sexual harassment.

The success of the SaFE also has implications for SHRN as it:

• Enhances SHRN’s Credibility and Reputation: Demonstrating the feasibility and acceptability of the SaFE intervention boosts SHRN’s standing in public health and education. This success can also attract more funding for larger research projects.
• Advocacy for integration: These positive findings, and the results from a full-scale effectiveness trial of the SaFE intervention, could help SHRN advocate for similar interventions in schools, potentially leading to widespread improvements in sexual health and reductions in relationship violence and sexual harassment among young people. SHRN involves some post-16 learners where schools have sixth forms. Therefore, if the findings from a full-scale trial are positive, they can also help advocate for these interventions in sixth forms.

Further, SHRN has a significant scope for enhancing FE infrastructure. By integrating SHRN’s robust data collection and analysis capabilities, FE institutions can better understand and address the health and wellbeing needs of their students. This integration can lead to more informed policymaking, improved student support services, and a healthier educational environment overall.

• Fostering New Partnerships: Successfully implementing a pilot of the SaFE intervention has created new partnerships with policymakers, sixth form and college educational institutions, and other stakeholders interested in promoting health and well-being in all educational contexts.

Overall, this pilot trial’s success significantly bolsters SHRN’s efforts to improve young people’s health and well-being through evidence-based interventions.

Spread the Word: Share this blog to raise awareness about the importance of sexual health and healthy relationships in Further Education settings.

Read about the study click here.

For more any further information, please email Honor youngh6@cardiff.ac.uk.

About the Author

I am a Senior Lecturer at Cardiff University’s School of Social Sciences and DECIPHer, where I co-lead the Healthy Settings and Organisations Programme. I also serve as the International Director for SHRN and co-investigate major grants like the Wolfson Centre for Young People’s Mental Health and Wales Applied Virology Unit (WAVU). As a Chartered Psychologist (CPsychol) and Registered Practitioner Psychologist with the Health Care Professions Council (HCPC), my research focuses on health psychology and public health. I am particularly interested in the social determinants of young people’s health, interventions in educational settings, and issues like sexual health, relationship violence, and gender-based violence among youth. I am also dedicated to promoting youth participation in research. For more information, click here.

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.

The Study’s Focus

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

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.

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.

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.

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.

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.

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.