The School Health Research Network

When schools talk about attendance, the focus is often on the numbers. Percentages, trends, year groups, who’s in and who’s not. And of course, that matters. Attendance figures on their own will only ever tell part of the story. What they don’t always show is why.

This way of thinking closely aligns with the Welsh Government’s whole-school approach to mental health and emotional well-being, recognising that attendance is shaped by the wider experiences of school life, from relationships and support to how connected learners feel each day.

SHRN offers a way of looking at attendance through that broader lens. It’s not just an outcome to improve, but something shaped by everyday school experience.

What’s sitting underneath attendance?

In most schools, there’s already a strong sense of where attendance dips. Maybe it’s a particular year group, or a group of learners who are facing greater financial pressures at home, or a pattern that starts to emerge over time. SHRN helps add some context around that.

For example, a school might notice lower attendance in Year 9. On its own, that’s just a statistic. But when you look alongside SHRN findings, things like lower school enjoyment, weaker school connectedness, or a lack of sleep, it starts to paint a fuller picture. It feels less like a single issue and more like a pattern.

And that shift matters. Not away from attendance, but towards understanding what learners are experiencing.

In practice, this is already happening in schools like Whitmore High School, where SHRN data has been used to focus on relationships and school connectedness as part of wider well-being work. Rather than treating attendance as a separate issue, the focus has been on strengthening how learners feel about school day- to-day and recognising that this plays a big part in whether they want to be there.

In practice, this is already happening in schools. SHRN case studies show how secondary schools have used their data to focus on things such as relationships and school connectedness. Seein them not separate priorities, but as part of improving the overall school experience. In those contexts, attendance isn’t treated as a standalone issue. It’s understood as something shaped by how learners feel about being in school each day.

More broadly, this kind of approach reflects what we already know from research on school climate. Professor Graham Moore, Director of DECIPHer, has shown that learners’ health, well-being and engagement are shaped not just by individual behaviours, but by how school feels day- to- day. Things like relationships, school connectedness, and feeling safe. That’s where SHRN becomes useful for schools. SHRN gives schools a clearer sense of these day-to-day experiences, so attendance patterns can be understood alongside what learners are actually reporting. This helps bring things into focus at school level, making patterns visible rather than assumed.

Keeping it at the right level

One of the helpful things about SHRN is that it stays at a group level. It’s not about identifying individual learners or singling out any individual. Instead, it gives a sense of patterns across groups, year cohorts, sometimes gender or socio-economic differences, sometimes broader trends. In practice, it means schools can respond in a way that feels proportionate and grounded.

Rather than asking: “Which learners do we need to follow up?” it becomes more like:
“What might be going on for this group? Is there something small we can change?”

That difference matters. It keeps the focus on support, not reaction.

Small changes, not big interventions

What comes through quite clearly when schools use SHRN data is that responses don’t have to be huge to be meaningful. If your SHRN data suggests learners are feeling less connected to school, that might lead to a renewed focus on tutor time or creating more space for peer connection.

If tiredness is coming through strongly, it might prompt a simple conversation in assemblies or tutor time, the kinds of small moments schools already use every day.

In Ysgol Aberconwy, SHRN data highlighted sleep and tiredness as a key issue for learners. Their response wasn’t a large intervention, but a series of small, practical changes , raising awareness, building conversations into the school day, and helping learners think about routines. It’s a good example of how secondary schools are using SHRN to respond directly to what sits underneath engagement and attendance.

The  SHRN case studies highlight just how useful the data can be. Not only in understanding attendance patterns, but in shaping more informed responses to them. This isn’t about ‘fixing’ attendance overnight, which most schools recognise. It’s more about nudging the things that sit around it.

Making conversations easier

Another practical shift is how SHRN  data supports internal conversations. Instead of relying purely on instinct, which is still incredibly valuable, staff have something to point to.

It can help in discussions with senior leaders, governors, or even across departments: “We’re seeing this dip in attendance, but we’re also seeing this in the SHRN data. Does that change how we think about it? ”  

It doesn’t provide all the answers, but it does give more confidence in the questions being asked. This is where WNHWPS coordinators come in, helping to connect the dots and using SHRN data alongside what schools already know to build a fuller picture of what’s influencing attendance.

In places like Monmouthshire, this kind of approach is supported through collaboration between schools and local WNHWPS coordinators, where SHRN data is used alongside existing knowledge to spot patterns across year groups or themes. Often, it’s not about introducing something entirely new, but about using that evidence to shape and focus what schools are already doing.

It’s not about doing everything

One of the biggest challenges with any data is feeling like you have to respond to all of it. But that’s not really how SHRN is intended to be used. What tends to work better is choosing one or two things that feel most relevant. A single year group. A single theme. Something manageable. Over time, those small, informed shifts can add up to something more meaningful than trying to tackle everything at once.

A slightly different lens

None of this takes away from the importance of tracking attendance carefully. That still matters. But it does invite a slightly different way of thinking about it.

Rather than seeing attendance purely as something to fix, it becomes something shaped by a wider set of experiences. How learners feel in school, how connected they are, how well they’re sleeping, and how supported they feel day-to-day. From that perspective, improving attendance isn’t always about focusing on attendance itself, it’s about paying closer attention to everything around it. And often, that’s where more meaningful change begins.

For more information about SHRN, including case studies and practical examples, you can explore the SHRN website or connect with your WNHWPS local co-ordinator.

What struck me was how often the SHRN findings acted as a starting point for wider conversations.

Combined with local knowledge, professional expertise and other sources of evidence, it helped schools move beyond asking “What is happening?” and towards understanding why, and what they could do next.

Starting with the SHRN Data

Through these discussions, schools moved from reviewing survey findings to identifying physical activity as a shared priority. What followed looked different from school to school, but all activity was linked to a shared focus on creating more opportunities for learners to be active throughout the day. Schools introduced active play zones, built movement breaks into lessons, reviewed extracurricular provision using SHRN and School Sports Survey findings, and worked with partners to promote active travel.

Once that shared priority had been agreed, attention turned to planning. Schools developed shared objectives and explored practical ways of increasing opportunities for movement throughout the school day. While approaches varied across settings, a common focus helped keep activity aligned across the cluster.

Identifying a shared focus helped shape future planning and gave schools a common area to explore across the cluster. Rather than focusing on a single statistic, they considered the wider factors affecting participation and where they could work together across the cluster.

To understand the findings in more depth, schools worked with colleagues from the Cwm Taf Morgannwg WNHWPS to build a fuller picture.

Schools combined the  survey results with local intelligence, population health information and life-course data. Bringing these different sources together helped build a richer understanding of the factors shaping learners’ experiences and ensured that decisions were evidence based.

Some of the richest discussions centred on the life-course evidence. The SHRN data helped identify where they might want to focus their attention, while the life-course evidence added valuable context. Early childhood experiences, family circumstances, opportunities for physical activity and community influences all formed part of the discussion. Considering these factors alongside the SHRN findings helped schools build a fuller understanding of learners’ experiences and supported a more preventative approach.

The survey results were only part of the picture.

The survey findings helped identify areas for focus, but it was the conversations around them that helped schools decide what to do next. Those discussions eventually led schools to agree a shared priority around physical activity. From there, the focus shifted towards action planning, with schools developing shared objectives, agreeing outcomes and drawing on support from partners to put their plans into practice. Schools weren’t simply reviewing data. They were asking questions, exploring possible explanations and thinking about what the findings meant in their school. The survey highlighted areas for attention, while the discussions that followed helped schools better understand the patterns they were seeing.

Making sense of the evidence together

A real strength of the project was the opportunity for schools to learn from one another.

Through a Community of Practice, teachers from across the cluster came together to discuss findings, share experiences and reflect on common challenges. Each school brought something different to the conversation. They had different contexts, different strengths and different priorities. The aim was never to reach complete agreement.

Instead, schools worked together to understand what the evidence was telling them and how it could inform future planning. The discussions helped bring different perspectives to the table, allowing schools to explore both shared issues and local needs.

As I worked through the case study, I kept coming back to the importance of making sense of the evidence together.

A SHRN report can provide valuable insights, but schools need time to interpret the findings, compare experiences and think about what they mean in practice.

The Community of Practice provided that opportunity.

It gave teachers an opportunity to reflect on the evidence together, ask questions and learn from one another. In doing so, it helped schools move beyond simply reviewing their SHRN findings and towards making informed decisions about what to do next.

Relationships matter

The Community of Practice provided more than a forum for discussing data. It created time and space for schools to come together, share experiences and learn from one another. Schools committed to the process, meeting regularly and working through challenges together. Over time, trust developed, making it easier to have open conversations about priorities, opportunities and areas for improvement.

It also reinforced something we often see through SHRN’s work. Evidence can point schools in the right direction, but its real value often comes through the conversations it sparks and the decisions that follow.

Although the work is still at an early stage, schools spoke positively about the value of working together. Regular meetings, shared action plans and ongoing support helped maintain momentum, while opportunities to share successes and challenges gave staff confidence to try new approaches. Several schools also highlighted the benefits of having a predictable structure and clear timelines, helping the work feel manageable alongside other priorities.

Turning Discussion Into Action

Practical planning tools helped turn discussion into action. They gave schools a shared way to plan, review progress and keep momentum going.

The case study explores some of these approaches in more detail, showing how simple structures helped keep the work focused over time.

What interested me was how straightforward much of the approach was. Clear objectives agreed actions and regular opportunities to review progress helped turn good intentions into sustained activity. Rather than creating additional layers of work, these structures helped schools stay focused on the priorities they had identified through the evidence and keep moving forward together.

The Value Of Partnership Working

The project brought together colleagues from education, health and community organisations, including Cwm Taf Morgannwg University Health Board, Public Health Wales and Sport RCT. Each partner brought a different perspective, helping schools interpret findings, explore possible approaches and access additional support where needed.

Throughout the project, schools remained firmly in the driving seat.

External partners provided expertise and support, but decisions about priorities and action stayed with the schools themselves. In practice, it became a genuinely collaborative way of working, combining local ownership with specialist expertise.

It shows the value of schools and health partners working together towards a shared goal.

What Can Other Schools Take From This?

No two schools are the same, and what worked in Aberdare won’t look exactly the same elsewhere.

Even so, there are a few things that other schools might find useful.

• Use SHRN data as a starting point for conversation rather than an endpoint.
• Consider findings alongside local intelligence and other sources of evidence.
• Draw on the support and expertise available from WNHWPS.
• Create opportunities for teachers to discuss and interpret evidence together.
• Put in place practical structures that support action and accountability.
• Recognise the importance of leadership, trust and relationships.
• Make the most of partnerships and external expertise where appropriate.

What stayed with me most was the amount of time schools spent making sense of the evidence. Just as importantly, schools created the structures needed to turn those discussions into action and maintain momentum once the work was underway.

Before I started working on the case study, I expected the focus to be on the actions schools eventually took.

Instead, I found myself drawn to everything that happened beforehand. Teachers shared perspectives, asked questions and took time to understand what the findings meant in their own context before deciding where to focus their efforts. For me, that’s one of the strengths of SHRN data. The findings are important, but it’s how schools use them that really matters.

The Aberdare cluster offers a good example of how schools can use SHRN findings to build a shared understanding of what’s happening for learners and decide where to focus their efforts.

If you’d like to find out more, you can read the full Building a Community of Practice: The Aberdare School Cluster Approach to Health and Well-being case study on the SHRN website.

Why Are We Talking About Periods?

As secondary schools across Wales start a new academic year, staff will be welcoming new learners, reviewing priorities and considering the support young people may need in the months ahead.

Schools are also responding to changes beyond the classroom, particularly the growing influence of social media on how young people understand relationships and gender.

Whether through online discussions, influencers or exposure to misogynistic content, schools are increasingly responding to issues that shape young people’s attitudes before they appear in behaviour or well-being data.

While the relationship between school climate and menstruation-related attendance has not yet been conclusively established, emerging evidence suggests there may be an important connection. Research consistently shows that learners are more likely to attend school when they feel safe, supported, and connected to their school community.

For learners who menstruate, stigma, embarrassment, and negative attitudes surrounding menstruation can create barriers to participation and attendance. A positive school climate—characterised by supportive staff, open communication, and a culture that actively challenges menstrual stigma and wider misogynistic attitudes—may help to create a greater sense of belonging and encourage learners to engage fully with school life.

Listening To Young Men And Boys

Against this backdrop, an earlier study led by Lauren Copeland and Robyn Jackowich explored boys’ and young men’s understanding of periods and menstrual health.

In that survey, many participants said they wanted more information about menstrual health and in particular period management advice.

Many said they knew very little about periods, despite recognising that menstruation is part of the everyday lives of friends, family members and future partners. They welcomed the opportunity to learn more.

“A lot of the boys didn’t take it very seriously and would make jokes […] if we had been taught more about what women and girls experience on their periods and how serious some of the symptoms can be then it would have been taken more seriously and been of more benefit to us…”

A New Opportunity For Schools

These findings have led to a new study funded by the National Institute for Health and Care Research  ‘Engaging Boys and Young Men in Menstrual Health’ by Dr Lauren Copeland Cardiff Metropolitan University and Dr Robyn Jackowich Cardiff University, exploring where boys and young men learn about periods, the questions they still have, and how schools can better support understanding while reducing stigma.

The study will work with secondary schools in Wales to better understand what information boys receive, where gaps remain, and how schools can support informed, respectful conversations about menstruation.

The study has been designed to make participation simple and straightforward. The research team will work with you to fit around the school day and minimise disruption. It involves a small number of focus groups with learners in years 7 to 11 (typically 3-4 sessions), both those who have periods and those who don’t, alongside informal interviews with parents/carers and school staff to explore experiences of teaching and supporting menstrual health education.

Lauren and Robyn: “ Whether you’re already doing a lot in this area or just starting to explore it, your input is really valuable”.

By hearing directly from learners, families and staff, the research aims to develop practical, realistic ways to reduce embarrassment, build understanding and support young people more effectively.

Lauren and Robyn: “Menstruation is increasingly recognised as a health and gender equality issue, yet stigma and misconceptions remain. Research suggests that supportive school cultures improve attendance and engagement, while environments that challenge menstrual stigma and misogyny may help students feel more included and able to participate fully in education. Although direct evidence is still emerging, creating a culture where menstruation is normalised and respected is an important step towards wider equality and educational inclusion. Through this new study, we’re hoping to work with schools to better understand how boys learn about menstruation and identify ways to support open, informed, and respectful discussions about menstrual health“

Why Does this Matter for Schools ?

Many schools are already addressing these issues as part of their work to improve attendance, support learner well-being and create a school climate where young people feel they belong. Understanding what helps learners feel safe, respected and included is an important part of that work.

SHRN data consistently shows that learners who feel connected to school report better wellbeing and engagement. When young people feel safe, supported and that they belong, they are more likely to engage positively with school life. Conversely, experiences of bullying, discrimination or exclusion can affect well-being, relationships and engagement.

School connectedness is a key factor in young people’s wellbeing. SHRN’s latest secondary school survey, found that 60% of young people reported being able to count on their friends when things go wrong, although this had fallen from 67% in 2017, suggesting a decline in perceived peer support over time.

At the same time, 38% of learners reported experiencing bullying in the previous couple of months, up from 32% in 2021 and the highest level recorded by the survey.

These findings highlight the important role that connection, belonging, and supportive relationships play in young people’s wellbeing. When learners feel supported by their peers and connected to their school community, they are more likely to engage positively with school life. Conversely, experiences such as bullying, discrimination, and exclusion can undermine wellbeing and weaken a young person’s sense of belonging

This is particularly relevant as schools respond to concerns about online misogyny, gender stereotypes and the influence of social media.

More Than A Health Topic

Many schools already discuss these issues through Relationships and Sexuality Education (RSE), Health and Well-being, assemblies and wider inclusion work.

Topics such as healthy relationships, empathy, critical thinking and respect for others are already part of what schools are working to develop through the Curriculum for Wales.

At SHRN, we often hear schools talk about the importance of creating a school climate where learners feel safe, respected and able to be themselves. Although periods are often viewed as a health issue, they also raise wider questions about inclusion, respect and relationships.

Despite being a normal part of life, periods can still be difficult to talk about. Misunderstandings remain common and some young people continue to feel embarrassed discussing menstruation, both in and outside school. Creating opportunities for all learners to develop understanding can help challenge stigma and support more respectful and inclusive school environments.

Lauren and Robyn: “Menstruation education is about more than biology—it is about respect, equality, and understanding. By challenging stigma and misconceptions, schools can help foster healthier relationships, improve understanding of women’s health experiences, and promote more equitable attitudes between girls and boys. Supporting menstrual literacy is an important step towards creating inclusive schools and a more equal society”

A Whole-School Approach

Like many aspects of health and well-being, supporting positive attitudes towards periods is unlikely to be achieved through a single lesson or awareness campaign.

Positive attitudes develop through consistent messages embedded in everyday school life.

Research consistently points to the value of a whole-school approach, where messages about respect, inclusion and healthy relationships are reinforced across the curriculum, through school policies and in everyday interactions between staff and learners.

The everyday culture of a school shapes how learners understand respect and inclusion. Learners notice whether those messages are reflected in classroom discussions, staff interactions and school policies. Schools cannot control everything young people encounter online, but they can create environments where respectful discussion is encouraged, misconceptions are challenged and learners are supported to think critically about the information they encounter.

Small Conversations, Bigger Impact

Menstruation has often been positioned as a private issue for girls and women, yet improving understanding among all young people is essential for reducing stigma, promoting respect, and supporting gender equality

Yet the findings suggest otherwise.

The findings suggest that periods are not simply a topic for girls. They provide an opportunity for schools to explore respect, relationships and understanding across the whole school community.

As schools begin a new academic year, these conversations may offer one small but important way of strengthening school culture and helping all learners feel that they belong.

Could Your Secondary School Get Involved?

The research team is currently seeking to partner with secondary schools and young people across Wales on a new study exploring boys’ and young men’s understanding of menstruation and menstrual health.

If you would like to find out more about the study or discuss opportunities for our secondary school to get involved, please contact Dr Lauren Copeland at lcopeland@cardiffmet.ac.uk

As part of SHRN’s Knowledge Exchange, a big part of what I do is listen to the people working alongside schools every day. Recently, I had the chance to hear from Kim Wilyman, Health and Well-being Promoting Schools Lead (WNHWPS) practitioner for the Vale of Glamorgan, about what this looks like in practice, and how the SHRN partnership is supporting schools across the Vale of Glamorgan.

What shone through clearly was how embedded SHRN really is. For Kim and her team, SHRN isn’t something separate, it’s part of their everyday conversations with schools. From supporting The SHRN Student Health and Well-being Survey, to helping them make sense of their SHRN school-level reports, it’s all about helping schools actually use this data.  And that’s where schools really start to see the value.

Kim talked about how SHRN helps schools step back and identify what matters most for their learners. It’s not just about spotting challenges; it’s also about recognising what’s already going well. Schools are using their data to guide planning, support transitions, involve pupil voice groups and shape their curriculum in a way that reflects the real experiences of their learners. It becomes less about “doing SHRN” and more about strengthening what schools are already aiming to achieve around health and well-being.

One thing that stood out strongly to me was that schools aren’t expected to do this alone. WNHWPS teams work closely with them, helping interpret data, linking them with relevant resources, and supporting the development of action plans and self-evaluation that feels realistic. There’s also ongoing support with reviewing progress, so it’s not a one-off exercise but something schools can build on over time. That’s where taking part in the SHRN survey regularly really makes a difference. Over time, it gives schools a much clearer picture of what’s changing for their learners. From what’s improving, what still needs focus, and where actions are making an impact. Rather than just taking a snapshot, it helps schools track progress, adapt their approach, and feel more confident that what they’re doing is actually working. It also allows schools to see how they compare with national and regional benchmarks, helping to put their data into context. That wider dataset strengthens SHRN itself, making it an increasingly valuable tool for understanding trends and supporting evidence-informed decisions at school, local and national level.

One case study Kim shared really brought this to life. After looking at their SHRN data, one primary school identified sleep as an area they wanted to focus on. Rather than this being led entirely by staff, learners themselves took the lead, working through the findings, identifying priorities and creating resources to share with the wider school community. What started as a SHRN data insight grew into wider work across the school, including engagement with governors, well-being days and plans to embed learning into the curriculum. It’s a good example of what can happen when pupil voice sits at the centre.

There’s also a strong sense of schools learning from each other. Through cluster workshops in the Vale, schools have had the chance to come together, share experiences and look at common priorities. These spaces are helping schools connect the dots, particularly around year 6 transition, by looking at what matters to learners moving between primary and secondary. It’s practical and grounded in real SHRN data.

What stood out for me was how much this is evolving work. As SHRN continues to grow,  there’s a real opportunity to build a bigger and better picture of learner well-being across Wales, and to respond to it in a more joined-up way. That collective picture strengthens SHRN itself, making it an increasingly valuable national resource. For local WNHWPS teams, that means being able to support schools more effectively. For schools, it means having a clearer evidence base to guide decisions and show impact over time.

From a Knowledge Exchange perspective, conversations like this really show that the strength of SHRN isn’t just in the data itself, it’s in the relationships around it. The partnership between schools, public health teams and the wider SHRN network is what brings it to life.

And as Kim put it, there’s real value in schools reaching out, asking questions and making the most of the support around them. Because that’s when it becomes much easier to turn insight into action and much more meaningful for the young people at the heart of it all.

To watch Kim’s presentation click here.

This study starts from something quite simple – how children and young people get to school matters.  Not just for getting from A to B, but for their health, their well-being, and how schools support healthy habits day-to-day.

A new study led by Dr. Kelly Morgan, SHRN Director with colleagues from Public Health Wales and DECIPher uses SHRN data to explore how children and young people travel to school in Wales. The paper, “Policy on the move: active travel to school among 7–16-year-olds in Wales and its links to school policy and socio-demographic factors”, helps show what’s actually happening with active travel across Wales.

So, what did they find?

Looking at data from over 170,000 learners aged 7–16, around a third (34%) of children and young people report travelling actively to school, e.g. walking or cycling.

At first glance that sounds fairly positive, but the detail shows it’s not that straightforward.

• Younger children are more likely to actively travel than secondary-aged learners
• There are clear differences by gender and ethnicity
• Learners in more affluent school contexts are more likely to walk or cycle
• Rural learners are less likely to actively travel than those in more urban areas
  

So, it’s not just about individual choice. Where children and young people live really shapes what’s possible. For schools, it raises some real questions about what actually helps and whether current approaches are reaching the learners who are least likely to actively travel. This is where pupil voice becomes important, particularly for older learners where they seem to have less impact.

What about schools – do they make a difference?

The study also looks at what schools are doing to support active travel. Most schools are already doing something, from changing infrastructure and safety measures to promotion and partnerships.

It raises an important question for schools… Are current approaches to active travel reaching the learners who need them most?

Having policies in place doesn’t always mean learners will change how they travel. For primary-aged learners, there was a small link, schools with more policies tended to have slightly higher levels of active travel. For secondary schools, that pattern was much less clear. This suggests that simply adding more initiatives may not be enough, particularly for older learners. It also highlights that how these initiatives are delivered, and how young people experience them, may be just as important.

Where does SHRN come in?

This study used SHRN data from learners across Wales, alongside information from The SHRN School Environment Questionnaire (SEQ) completed by schools. This is a good example of what SHRN is set up to do – linking learner-reported data with information from schools to understand how behaviours are shaped.

More broadly, SHRN data helps build a national picture of children and young people’s health and wellbeing. It captures a wide range of health and well-being topics, from physical activity to mental health to relationships, with participation from almost all secondary schools  and 42% mainstream primary schools in Wales. That scale makes it possible to look at patterns and inequalities across Wales.

Why this Matters for Health and Well-being

Active travel is often seen as a transport issue, but it’s about more than that. For many learners, walking or cycling to school could be one of the easiest ways to build physical activity into everyday life. It can also support independence, social connections, and well-being. But the study highlights that access to those benefits isn’t equal. If you’re older, live in a rural area, or attend a school in a less affluent context, you’re less likely to actively travel. This matters because the same groups often face wider health inequalities too. This reflects wider findings from SHRN data, where differences by age and socioeconomic background are seen across many areas of health and wellbeing.

This wider value of active travel is also reflected in national public health work:

“At Public Health Wales we recognise that active school travel is a great way for young people to build more physical activity into their lives. Active travel is beneficial for both physical and mental health and well-being and has wider benefits for communities by encouraging people to use their cars less – thereby improving air quality, reducing carbon emissions and contributing to safer streets for all.”

John Bradley,
Physical Activity Programme Lead, Public Health Wales

“Public Health Wales has been developing a place-based approach to active school travel, which engages schools (teachers, pupils and parents) and other local partners to identify actions that can be taken at a local level to help more pupils walk, cycle, or scoot to and from school. Following promising early findings, we want to encourage the adoption of this approach across Wales, so that children especially can help to shape work around active travel to school.”

Dr Paul Pilkington,
 Consultant in Public Health, Public Health Wales

What might this mean in practice?

One takeaway from this study is that we may need to rethink how we approach active travel.

Rather than focusing only on individual behaviour change, this points towards things like:

• More targeted, context-specific approaches.
• Greater attention to rural infrastructure and transport options.
• Understanding what stops older learners from walking or cycling.
• Embedding learner voice more directly in how policies are designed.

From a SHRN point of view, this highlights the value of combining survey data with young people’s lived experiences. The “what” matters, but so does the “why”.

For schools, this could be less about adding more initiatives and more about reviewing what’s already in place. For example:

• Are current active travel initiatives reaching older learners?
• Do learners feel safe walking or cycling to school?
• Are there barriers linked to distance, transport, or rurality that need a different approach?
• How are learners involved in shaping these approaches?

Final thoughts

This study is a good reminder that these behaviours don’t sit on their own. They’re shaped by schools, communities and the environments around children and young people. The challenge now isn’t just increasing numbers but making sure all children and young people have the opportunity to travel actively to school. This is the kind of issue SHRN is well placed to explore further. As more data become available, we should gain a clearer sense of what supports active travel for different groups of learners. For schools, this could mean thinking about what’s realistic for your setting, particularly in rural areas or for older learners.

To Read more about this study, click here.

Further resources for schools:

• Walk Wheel Cycle Trust teacher resources: https://www.walkwheelcycletrust.org.uk/about-us/our-work-with-schools-in-wales/active-travel-school-plan-resources/

• Active school travel campaign materials https://activeschooltravel.brandbag.io/

SHRN data is something most schools are already familiar with. It sits behind improvement plans, supports well-being work, and helps build a clearer picture of what’s going on across a school. But there’s an ongoing question about how far that data reaches into everyday teaching and learning.

This blog written by Maria Boffey, SHRN External Affairs and Knowledge Exchange manager,  reflects on a simple idea we’ve been exploring with schools: what happens when learners work directly with their own SHRN data in the classroom? Drawing on early development and feedback from practice, it considers how this approach can support data literacy, connect with the Curriculum for Wales, and offer a practical way of making existing  SHRN data more visible and meaningful for learners.

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Most schools don’t struggle to find data. If anything, it’s the opposite. The challenge is knowing what to do with it in classroom practice.

SHRN school- level reports are a good example of this. They offer a really clear, reliable picture of what’s going on across a school in terms of health and well-being. They’re used in planning, they inform discussions, and they often sit behind wider decisions. But they don’t always make their way into the classroom itself.

Over the past year, we’ve been exploring what happens when you shift that slightly. Instead of seeing SHRN data as something for senior leaders or reports, what happens if learners work with it directly? This aligns closely with the Curriculum for Wales, where learners are expected to engage with authentic data, develop ethical understanding, and connect learning across Areas of Learning and Experience.

The starting point has been deliberately straightforward. Take the school’s own SHRN report, choose a couple of charts that feel relevant, and build a single lesson around them. For teachers, the lesson plan is designed to be ready to use, requiring minimal preparation, with clear guidance on selecting suitable data and delivering the session within a standard lesson. There’s no new dataset, no new system, and no expectation that teachers redesign what they’re already doing. It’s simply about using what’s already there in a more visible way.

In practice, the lesson creates space for learners to look at their school’s data and make sense of it in a structured way. They’re asked to notice what stands out, think through why a pattern might exist, consider what the data can’t tell them, and suggest one realistic action a school might take. It’s a small shift, but it changes the dynamic. This supports a whole-school approach, particularly in relation to health and well-being, by linking classroom learning with school priorities and improvement planning. The task moves beyond reading a chart to thinking about how information could actually be used.

One of the things that has stood out in working with schools is how much difference it makes when the data is local. Conversations tend to feel more grounded. Learners are often more willing to contribute because the examples relate to their own environment rather than something more abstract. It doesn’t mean the discussions are always simple, and some topics need careful handling, but it does create a sense that the work is connected to something real.

From a teaching point of view, keeping it manageable has been key. The lesson is designed to sit comfortably within a standard hour, with a clear structure that doesn’t rely on lots of preparation. Teachers are supported through step-by-step guidance, prompt questions, and scaffolding that can be adapted for mixed-ability groups, making it practical to deliver across different classroom contexts. The scaffolding does much of the heavy lifting, particularly for mixed-ability groups. Rather than expecting learners to interpret data independently, it gives them a way into the task that feels achievable and consistent.

What’s been interesting is that the learning doesn’t stop at interpreting charts. Over time, learners begin to question what they’re looking at a bit more. They start to recognise that data shows patterns across groups rather than individuals, and that it always has limits. That awareness is useful in itself, particularly in a context where data and statistics appear so frequently in everyday life. This reflects the Curriculum for Wales focus on critical thinking, ethical enquiry, and responsible use of data.

The final step in the lesson, where learners suggest a possible action, often feels like the most important one. Even when the ideas are small, it shifts the task from observation to application. It also opens up a link, however lightly, between classroom learning and wider school decision-making. That connection isn’t always visible to learners, and this is one way of making it a bit clearer.

This approach wasn’t designed to be a large-scale intervention. It’s a relatively simple way of making better use of something schools already have. In a few cases, it has started to feed into other areas, such as tutor time or pupil voice work, but that hasn’t been forced. It’s just developed naturally where it’s felt useful.

There’s a lot of discussion at the moment about data skills, digital competence, and new technologies. Those are all important, but some of the most valuable learning sits at a more basic level. Being able to read information, question it, and use it carefully is still what underpins everything else.

SHRN data gives schools a strong foundation for that. Sometimes it just needs bringing a little closer to where the learning happens.

We’d like to thank Whitchurch High School, Cardiff for their support and insight in developing this work.

In this blog, Dr Abbey Rowe, DECIPHer shares key findings from her doctoral research on how secondary schools shape the mental health of learners with ADHD, along with research‑informed recommendations for actions schools can take to reduce mental health inequalities for these learners and better support them.

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With increasing focus on inclusion and well-being in Welsh schools, this is an important moment to reflect on what’s working, and what could work better for learners with ADHD.

For many young people with ADHD, mental health challenges such as anxiety and depression are common and can have consequences that extend well beyond school. Understanding how schools shape the mental health of learners with ADHD is therefore key to identifying how they can be better supported.

Analysis of School Health Research Network (SHRN) survey data from Wales found that mental health outcomes for learners  with ADHD-related symptoms varied little between schools. At first glance, this might suggest that schools make little difference to the mental health of learners with ADHD, but interviews with learners and staff across three schools painted a more complex picture.

Participants identified a wide range of school‑based factors they believed influenced the mental health of learners with ADHD, and what stood out was not the similarity between schools, but the inconsistency within them.

“We could do something in one lesson and be completely fine, and then do it in another lesson and get into tons of trouble… all teachers need to be on the same wavelength.”

Learner

This suggests that the issue may not lie in individual schools themselves, but in how consistently support is experienced within them.

This matters because improving the mental health of learners with ADHD does not necessarily require a complete structural change. Instead, learners may benefit from more consistent messages of understanding, flexibility and support embedded across everyday school practice.

Where Schools Unintentionally Create Challenges

Across interviews, learners and staff described a mismatch between the expectations and demands of school life, and the characteristics of learners with ADHD, cumulatively contributing to poorer mental health over time.

“[…] it just really puts me down […] it makes me feel that I haven’t tried enough when I have tried my best, and it just makes me feel that my best isn’t good enough for these teachers sometimes.”  

Learner

Feeling understood by teachers and peers emerged as particularly important, with ADHD knowledge and empathy seen as supporting engagement and well-being, and misunderstanding being linked to stress, stigma and withdrawal.

Interviews also highlighted how school systems and structures shape inclusion for learners with ADHD, with gaps in staff training, inconsistent flexibility, limited time and resources, and diagnosis‑led processes often restricting effective support.

These challenges are not inevitable , and importantly, many can be addressed through small, everyday changes in practice.

What Schools Can Do Now to Make an Immediate Difference

While structural change depends on funding and national policy, there are things schools can do now,  many of them small, but meaningful.

These following suggestions were developed with school partners and people with lived experience of ADHD:

• Build a Shared Understanding and Culture of Acceptance of ADHD

Use existing expertise within school communities, ALN teams and evidence‑based resources to develop ongoing, shared understanding of ADHD, neurodiversity and individual variations. This doesn’t have to mean large-scale training programmes , it can start with short conversations in staff meetings, peer learning, assemblies, or tutor time.

“It would be helpful… to have something in place for people to understand what it’s like to have ADHD… so we don’t have to keep explaining ourselves.”

Learner

The focus should be on understanding neurodiversity and recognising individual differences, not just labels or diagnoses. Treat understanding ADHD as a continuing process rather than a single CPD session.

• Make Support Needs‑Led, Not Diagnosis‑Led

Where possible, ensure support is available based on a learner’s needs rather than waiting for a formal diagnosis. Normalising adjustments that support regulation, organisation and engagement for all learners can reduce stigma, prevent delays in support, reduce reliance on ALN teams, and ensure no one is left unsupported while assessments are ongoing.

• Prioritise Consistency of Everyday Practice

Consistency across classrooms is key. Agree and communicate a small number of inclusive practices available consistently across classrooms, such as predictable routines, flexible learning options, regular regulation breaks, and clearly explained objectives and instructions.

Where learners already have support plans in place, these should be implemented reliably and reviewed collaboratively with the learner to identify and address any challenges.

• Put Relationships at the Centre

Embed simple relational practices into daily school life, such as checking in with learners explaining decisions, listening to preferences, and involving learners  in conversations about what helps them feel supported and to strengthen trust.

This might be as simple as a brief check-in at the start of a lesson, or recognising when a learner is trying, not just when they succeed.

“When you have a relationship with your teacher… you feel more encouraged to do well.”

Learner

• Take a Compassionate Approach to Behaviour

Move towards calmer, more compassionate responses to behaviour by reducing reliance on punitive approaches and prioritising empathy, understanding of ADHD, and appropriate support. Creating spaces for regulation, using strength‑based approaches, and responding to behavioural incidents with respectful language can help all learners feel safer, more understood and better supported across the school community. Importantly, many of these approaches benefit all learners, not just those with ADHD.

“We need to celebrate ADHD… instead of trying to get these kids to conform…”

Teacher

• Prioritise Time To Share What Works

This might involve discussing difficulties, exchanging solutions, and gently challenging assumptions about learners’ behaviour and abilities. Importantly, any time created needs to come from rebalancing existing priorities, rather than adding to already stretched workloads.

Small Changes, Bigger Messages

It’s important to recognise that lasting school improvement would benefit greatly from wider support, including sufficient funding, clearer guidance, and more accessible diagnostic pathways. Without these, there’s a risk of placing too much pressure on schools.

However, waiting for system‑level reform should not mean standing still. Small, consistent changes can send a powerful message to learners: ‘You are understood, you are accepted, and support is not conditional.’

When that message is reflected across policies, classrooms, and teachers, schools can reduce daily stress for learners with ADHD. By better supporting these learners, schools can create environments that feel more supportive, inclusive and importantly enjoyable for everyone.

Even small changes can be a catalyst for good. Consistency, compassion and understanding remain among the most powerful tools schools already have. The challenge is not knowing what to do — it’s doing it consistently, every day, in ways that work for all learners.

Curious to learn more? Watch Abbey’s webinar or drop her an email at RoweAJ1@cardiff.ac.uk add email address