Hello, Nicole Gelfert here. I am a second-year PhD student at DECIPHer at Cardiff University, which is the academic home of the School Health Research Network (SHRN).
The aim of my doctoral research is to better understand learner conduct problems and identify practical approaches for schools and policymakers to support learners more effectively.
My research is divided into three phases, each contributing to a more comprehensive understanding of learners’ needs and the realities of school contexts.
1️⃣ Phase One
Using data from the School Health and Well-being Survey, I am currently completing the first phase of my research, which examines the risk factors and trends associated with pupil learner conduct issues in secondary schools in Wales.
2️⃣ Phase Two
Later this summer, I will invite maintained secondary schools to take part in the second phase of my research, which will include focus groups with school staff and interviews with Year 10 pupils. SHRN data informed the decision to engage with Year 10 pupils, as this year group has consistently shown the highest proportion of pupils reporting high or very high levels of learner conduct difficulties between 2019 and 2023 (Public Health Wales and the School Health Research Network, 2025).
The aim of both the focus groups and interviews is to understand the experiences and perspectives of members of the school community in relation to learner conduct, and to identify policies and practices that are both practical and acceptable to staff and pupils.
3️⃣ Phase Three
The final phase of my research will involve consulting with key stakeholders to develop guidance resources based on findings from the first two phases of the study. These resources will support schools and policymakers to better understand pupils’ needs and improve practice and policy moving forward.
🔎 From Educator to Researcher
Before starting my doctorate, I spent 20 years working in colleges and universities in the United States, including roles with significant pastoral responsibility. During this time, there were notable changes in learners’ needs, particularly in relation to mental health and well-being.
Although the institutions I worked in were committed to developing responsive initiatives and innovative programmes, it was often difficult to embed evidence-informed practices. Research frequently lagged behind the day-to-day realities of campus life and student needs. Even as an experienced practitioner, I increasingly encountered new and challenging issues and, at times, felt ill equipped and overwhelmed.
In conversations with school leaders and teachers, I realised that my experience was not unique. Schools continue to grapple with complex and evolving pupil needs alongside many competing demands. Ultimately, my desire to develop evidence-informed resources to help school leaders and teachers feel more confident and less overwhelmed when supporting mental health and well-being led me to pursue a PhD. I want to contribute to research that is useful to schools and helps create environments in which learners can thrive.
Why Wales?
I chose to study in Wales because of SHRN. The systems, partnerships, and support that have been developed are remarkable. The collaboration between schools, Public Health Wales, and researchers has created a unique infrastructure that generates high‑quality data to inform both policy and practice.
Given the Welsh Government’s commitment to learner mental health and well-being, as reflected in the Curriculum for Wales and the Framework on Embedding a Whole-School Approach to Emotional and Mental Well-being, I am extremely grateful to be undertaking my research in Wales.
Why Focus on Learner Conduct?
Conduct problems include a range of behaviours that may emerge during childhood or adolescence, such as aggression, property destruction, and serious rule violations. Importantly, not all learner misbehaviour constitutes conduct problems.
However, conduct problems are among the most serious forms of learner misbehaviour, which can disrupt learning, affect school climate, and impact staff well-being. Evidence suggests that children and young people with persistently high levels of conduct problems are at increased risk of poorer long-term educational and health outcomes.
The SHRN Student Health and Well-being Survey captures four types of learner mental health difficulties: conduct problems, emotional problems, hyperactivity, and peer problems. When examining the national data, I saw a marked 32% increase in learners who reported high or very high levels of conduct problems from 2019 to 2023. Among the survey’s four types of mental health difficulties measured, conduct problems had the second-highest rate of increase (Public Health Wales and the School Health Research Network 2025). This felt like an important shift that the SHRN data was evidencing and reflected my own professional experiences with learner conduct in the US.
At the same time, my review of the literature highlighted that conduct problems have received comparatively less research attention than other aspects of child and adolescent mental health. This combination made it an important and timely focus for my doctoral research, which was only further reinforced when Welsh Government convened the National Summit on Behaviour in Schools and Colleges in May 2025.
What’s Next?
Later this summer, following further analysis of the SHRN data, I will be inviting maintained secondary schools to take part in the second phase of my research.
This phase will be run from September to November 2026, and will include:
- Focus Groups with School Staff.
- Interviews with Year 10 Learners.
I will work collaboratively with participating schools to recruit staff and learners and to arrange both focus groups and interviews flexibly around school timetables.
This study has received ethical approval from Cardiff University (SREC #867) and will follow established procedures for consent, safeguarding, and data protection.
Benefits Of Taking Part
- A tailored summary report which can be used as supporting evidence for Estyn inspections and Proposed National Standards for Health and Well-being Promoting Schools.
- £250 paid to the school in recognition of administrative time and support of the study (payment will be made via invoice).
- An opportunity to contribute directly to academic research, informing future guidance on supporting learner conduct and mental health.
- A chance to share staff and learner perspectives, ensuring that findings reflect the realities of school contexts and day-to-day practice.
Interested In Taking Part?
While participation is by invitation at this stage, if your school would like to learn more, I would welcome an informal chat and can add those keen to take part to an expression-of-interest list. Please feel free to contact me directly at GelfertNJ@cardiff.ac.uk.