Newsroom University of Swagֱ��

Swagֱ�� celebrates launch of Global Humanities Alliance

Mon, 14 Oct 2024 10:03:57 +0100

Swagֱ�� is proud to announce the launch of the Global Humanities Alliance (GHA), an initiative forged by eight international universities to raise the profile of humanities and social sciences across the globe.

Launched on 11 October 2024 in Swagֱ��, academics from partner institutions gathered in person and online to mark the beginning of this collaborative effort at an inaugural meeting. Academics from the member institutions joined a panel discussion on sustainability and climate change – one of the key focus areas of the Alliance.

GHA members include: Swagֱ��, Ashoka University in India, Mahidol University in Thailand, Pontificia Universidad Católica de Chile, Universitas Gadjah Mada in Indonesia, The University of Melbourne in Australia, University of Nairobi in Kenya and University of Toronto in Canada.

The mission of the GHA is to raise the social and political impact of the humanities and social sciences through an emphasis on a programme of research and teaching that takes up global issues, incorporates diverse global perspectives and brings scholars and students together for critical conversations.

Underpinning the Alliance is a core value that by combining complementary and distinctive strengths, it can better address key global challenges and showcase the difference humanities, social sciences and the liberal arts makes to the world.

Professor Angelia Wilson, Faculty of Humanities Associate Dean for Internationalisation at Swagֱ��, commented: “The Global Humanities Alliance brings together academics and higher education institutions from around the world to celebrate and to enrich the important contribution made by humanities and social science research to understanding and navigating the challenges we face in our local communities and in wider society. The member institutions are firmly committed to working together to ensure our students are fit to be engaged, value-driven, and knowledgeable citizens of the world.”

The GHA brings together thousands of humanities and social scientists from around the globe. Alliance collaborations will centre initially around four core themes: public humanities, sustainability and climate change, decolonising knowledge and digital transformations.

The GHA is working towards a range of joint research initiatives and enhanced staff mobility between Alliance member institutions through a programme of visiting fellowships.

And for students, the GHA expands opportunities for an international learning experience with Global Classrooms. Offering virtual guest lectures and international discussion boards, students will get a more diverse learning experience and options to learn from their peers around the world.

Professor Fiona Devine, Vice-President and Dean of the Faculty of Humanities, said: “The Global Humanities Alliance will greatly enhance the staff and student experience, not just here at Swagֱ�� but for all our partner institutions across the globe. Working with our partners in the Alliance will facilitate the co-production of knowledge, new ways of innovating teaching, and research collaboration to tackle global challenges.”

New book challenges notion that English only belongs to native speakers

Wed, 09 Oct 2024 11:17:34 +0100

A groundbreaking new book has further revealed that English is a global language which comes in multiple varieties, and challenges the idea that there is only one correct way to speak and write English in higher education.

The global spread of English means that there are now more non-native speakers than native speakers. This has naturally led to the development of new vocabulary and grammatical structures in different regions. For example, in Indian English, you might hear the word "prepone" (meaning to reschedule a meeting earlier) or the phrase “Are you wanting something?”.

Emerging Englishes: China English in Academic Writing by Drs Alex Baratta, Rui He & Paul Vincent Smith encourages readers to rethink how English is used around the world. The focus of the authors’ research is on a specific type of English known as ‘China English,’ which is of course used by Chinese individuals, here comprising Chinese students studying at Swagֱ��. The book is one of the few studies of China English to analyse naturally occurring written data produced in an academic context.

The book emphasises that ‘China English’ is not a version of English filled with mistakes - as is often implied by the term ‘Chinglish’ - but is a legitimate variety of the language. By analysing the academic writing of Chinese students, the authors have demonstrated that ‘China English’ follows its own predictable patterns in grammar and vocabulary, much like other recognised types of English spoken globally.

As well as essays written by Chinese students in a university Master’s Degree programme, the research is based on data from online surveys of the students themselves. The findings suggest that ‘China English’ is not random or chaotic - instead, it has a system of rules that makes it a valid form of the language.

In the book, the authors also raise important questions about how English is taught, especially in academic settings. Should we keep insisting on ‘Standard English,’ or should we start accepting other varieties of English as well? The book investigates how these changes are reflected in the way Chinese students write academic essays, and encourages readers to think about how different forms of English might affect teaching, grading, and even a student’s identity and their acculturation experiences abroad.

“We have discovered robust evidence for grammatical constructions such as ‘researches’, expressions such as ‘mute English’, and a deferential style of emailing (‘My Dear Professor’),” said Dr Baratta.

This book is a must-read for anyone interested in the future of the English language and its many forms around the world.

Emerging Englishes: China English in Academic Writing can be purchased at the following link:

Study shows links between social media use, unhealthy lifestyles and teenage wellbeing

Tue, 24 Sep 2024 09:00:00 +0100

A new study from Swagֱ�� has highlighted a link between social media use, unhealthy lifestyles and wellbeing in young people, with those with the healthiest lifestyles experiencing the highest wellbeing.

The research, led by Dr Chris Knowles and a team of experts from the Swagֱ�� Institute of Education, as part of the programme, analysed the habits of nearly 18,500 Year 8 students from Greater Swagֱ��. Findings showed that teenagers who use social media more frequently tended to have less healthy lifestyles.

The study aimed to understand the connection between different health habits (being physically active, getting enough sleep, and having a healthy diet) and young people’s mental wellbeing. It identified three groups based on these habits: the "Green and Dream Team" (the most active group, most likely to get enough sleep, and with the highest intake of fruit and vegetables), the "Balanced Bunch" (a group with more moderate scores on all these factors), and the "Wellness Weary" (those with the least healthy habits).

About 45% of teenagers fell into the healthiest group, 40% were in the moderately healthy group, and 15% were in the least healthy category. The study found that those who were part of the "Green and Dream Team" reported better mental wellbeing a year later than the other groups.

Social media use was one of several key factors that affected which group a young person fell into. Compared to the “Green and Dream Team”, teenagers who spent more time on social media were more likely to belong to less healthy groups (namely the “Balanced Bunch” and the "Wellness Weary"). In contrast, those who used social media less were more active, had better sleep, and ate more fruit and vegetables.

The research also uncovered that socio-economic deprivation played a big role in determining a young person's health habits. Teenagers from disadvantaged areas of Greater Swagֱ�� were substantially less likely to be “Green and Dream Team” members. In fact, of all indicators, deprivation was the strongest predictor of health lifestyle, highlighting the ongoing importance of tackling social inequality to reduce public health disparities.

Interestingly, the study found that Black and Asian teenagers were more likely to have poor health habits (like less physical activity and sleep), yet previous research has shown Black and Asian young people often report better mental health outcomes than their White peers. This presents a complex picture of how different social and lifestyle factors affect health and mental wellbeing of various ethnic groups.

The research supports ongoing efforts by the NHS and government to improve the physical and mental health of young people, and it calls for further action to address the impact of social media and social inequalities on day-to-day life.

“Our findings have important implications for the health and wellbeing of young people,” said Dr Chris Knowles. “There is a long-term need to address deep societal issues, such as inequality, which we’ve shown has strong links to unhealthy behaviour. Until then, reducing social media use is a more immediately implementable change that has potential to help adoption of healthier lifestyles in the shorter-term. We also recognise that young people have previously reported social media can benefit their wellbeing, so prospective changes should aim to strike a balance.”

Student teachers earn National Primary Science Enhancement Award

Thu, 29 Aug 2024 10:37:10 +0100

Eleven student teachers from Swagֱ�� received the on 20 August 2024.

This award was developed by the . The scheme, now in its third consecutive year, is supported by the , the and .

The PSEA scheme enables student teachers to increase their experience and understanding of teaching and learning in primary science. The scheme draws on rationale, processes and resources developed by the Primary Science Teaching Trust, the Primary Science Quality Mark, and by in Belfast. It supports the student teacher to develop additional reflective practice development in primary science during the initial teacher education phase. After receiving the PSEA, student teachers are able to start their careers with increased competence and confidence when teaching science and are equipped to take up future school leadership positions in science.

The eleven student teachers, overseen by Adrian Bowden and Primary PGCE Course Leader (Science), Jon Board at Swagֱ��, gained new strengths ranging from making cross-curricular links between science and additional subjects to developing scientific enquiry skills in pupils during the PSEA scheme.

106 student teachers from across the UK have been awarded the PSEA for ITE this year. These new teachers are encouraged to develop their skills with the support of the Primary Science Teaching Trust, while expanding their work in primary science education.

Further information on how the Primary Science Teaching Trust supports initial teacher education can be found on their website:

Call for papers: St Helena Research & Innovation online conference

Fri, 09 Aug 2024 12:53:43 +0100

The was officially launched in November 2019. To celebrate its fifth anniversary an online conference will take place on Wednesday 20 November 2024 in collaboration with Swagֱ��. If there is enough interest, this may extend to a second day or half-day on 21st November.

Exploiting the improved internet access made possible by the Equiano undersea cable, this will be our first globally-accessible and multi-disciplinary research conference with a singular focus on St Helena.

We aim to bring together researchers and other key stakeholders based on the island; those who are based off-island but have done research on, or around, St Helena; or research that has been part of wider regional studies that includes St Helena and those who have an interest in finding out more about the research work undertaken to date in this fascinating, historically and environmentally significant location.

Why get involved?

This is an excellent opportunity for those who have conducted research on, or about, St Helena to network with others, and explore the impact of their work and its possible application.

The event will be free to all attendees, and widely publicised on-island and to interested parties and organisations off-island including other British Overseas Territories; institutions, development and other NGOs with a particular interest in St Helena and small island states.

Themes

The conference will be organised around the following broad themes. Each will feature a keynote speaker and then a number of short (15-20 minute) presentations:

Natural sciences, including ecology, earth sciences, biology (terrestrial and marine) and agriculture
St Helena is internationally recognised as a biodiverse landscape of significant value. Yet it faces significant challenges in this regard, battling to sustain its endemic flora and fauna in the face of threats posed by invasive species and possible climate change. Energy, food and water security are also issues of crucial importance.
Humanities, anthropological, historical, and archaeological studies
The island’s colonial history, first under the East India Company, then under British Government rule, is a microcosm of the colonial experience, including its role in the Atlantic and Indian Ocean slave trade.
Contemporary social science, culture and economy
Small island states face distinct economic and social challenges, including declining populations; how to integrate into digitally-driven 21st century economics and business practices; how to leverage new educational opportunities based around distance learning; and so on.
Medical science, health and telemedicine
St Helena has an ageing population, isolated from many medical resources: yet the improvements in communications also open up opportunities in telemedicine and research into the mental and physical health of small, rural communities.

Submissions that may cross different themes are encouraged. The themes are also open to revision: in the you can suggest an alternative theme.

Plenary discussion

A key outcome of the conference is to explore opportunities for interdisciplinary synergies that can create benefits for the sustainable economic and social development of the island. We seek to identify research needs and gaps, and produce a preliminary list of research priorities for St Helena. Each theme, and then the conference as a whole, will therefore conclude with a plenary discussion focused on this agenda.

Submission

Interested presenters, please submit a 250-word abstract using the before Monday, 16 September 2024. Presentations should be around 15 minutes long.

For more information

Contact Rebecca Cairns-Wicks on rebecca.cairns-wicks@sainthelena.edu.sh or Drew Whitworth on drew.whitworth@manchester.ac.uk, telephone +44 7501 963630.

Leading education academic from Swagֱ�� receives major award

Fri, 12 Jul 2024 17:08:51 +0100

A leading academic from Swagֱ�� has received a major award in recognition of the enormous contribution he has made to educational knowledge, leadership and management throughout his career.

Professor Steven Courtney was given a Distinguished Service Award - the society’s highest accolade – by BELMAS, the leading global independent voice in education leadership. Winners of the award receive a lifetime membership, and are invited to join the Distinguished Service Award Advisory Board which meets twice a year to provide the society with insight and feedback in relation to their work.

Steven is Professor of Sociology of Education and Director of Research at the Swagֱ�� Institute of Education, based at Swagֱ��. His research explores areas including education policy, system leadership, charisma, structural reform, depoliticisation and education privatisation, particularly in relation to the identities and practices of those constructed as educational leaders.

He is Co-Editor-in-Chief of the journal Critical Studies in Education and co-convenor of the Swagֱ�� Institute of Education research group, Critical Education Leadership and Policy. His most recent book is ‘’, a reference, learning and teaching tool designed to assist students, educators and researchers. He is currently investigating former school leaders’ experiences of leaving the vocation.

During his career, he has produced a large body of work that has contributed significantly to the development of fields of educational leadership, governance and policy, of all which have been published in international peer-reviewed journals such as the British Journal of Educational Studies, Journal of Educational Administration and History, Oxford Review of Education, Journal of Education Policy and British Journal of Sociology of Education - among many others.

“We strongly endorse Professor Courtney’s nomination on the basis of his academic standing within the community and his unwavering commitment to the development of professional colleagues, early career researchers and students within our field,” said Dr Paul Armstrong, on behalf of the Critical Educational Leadership and Policy research group. “His influence on our group - and through this, the wider field of educational leadership, management and administration - cannot be overstated.”

“I unreservedly endorse Professor Courtney for this award - his steadfast dedication, active involvement and exemplary contributions have significantly enriched the BELMAS community, making him an outstanding candidate for this prestigious honour,” said Dr Ruth McGinity from University College London. “He has been a dedicated member of BELMAS for many years, and has made a profound and sustained commitment to the society's mission to enhance knowledge and scholarship in the field of Educational Leadership, Management and Administration and to create a space for research and practice to meet.”

“Professor Courtney is an exemplary colleague, an inspiration to many of us, and a go-to source for knowledge, support and wise advice - I recommend him without reservation for the BELMAS Distinguished Service Award,” said Professor Steven Jones from Swagֱ��. “As well as being an excellent mentor to his students, his experience and insight is often in demand from junior colleagues, and his feedback is sought for all kinds of scholarly writing. Unlike some eminent professors, he is approachable and thoughtful, providing guidance that is robust but always fair.”

“Steven deserves this award due to his commitment and passion for BELMAS and educational leadership – he is a true leader in every sense,” said Dr Victoria Showunmi from University College London. “His contribution to social justice and leadership is something that also must be celebrated - being a high-profile male leader who is from the LGBTQ+ community makes him a great role model for others entering the field.”

Listening to young voices: Labour’s victory and the role of wellbeing data in delivering manifesto promises

Thu, 11 Jul 2024 15:10:49 +0100

The Labour Party has won the UK general election in a landslide victory, marking the most significant change in government in over 14 years. This transition brings with it a welcome commitment to the wellbeing of children and young people (CYP), highlighted by several key aimed at addressing critical areas of concern. But the Labour Party will need more than a majority in the House of Commons to successfully deliver on these promises.

As we look forward to how the new government will deliver its commitments to CYP’s wellbeing, the #BeeWell research team shares why large-scale, granular data will be instrumental in achieving a number of manifesto goals. Such data will enable government bodies and allied professional services to accurately pinpoint areas of need and understand both what is driving the decline in young people’s mental health and wellbeing in the UK and, crucially, which factors in their lives are most important for promoting wellbeing.

Programmes like have emerged in response to , and are a way of understanding how young people feel about their wellbeing by surveying them directly. Co-created with young people, schools and education and mental health experts, the #BeeWell survey has been designed as a gold standard survey for the measurement of adolescent wellbeing across England. We publish results privately to schools and publicly by . Armed with bespoke data, schools, local government and health, and voluntary sector partners can prioritise actions in areas where the greatest improvements can be made. To date we have heard the voices of more than 85,000 young people aged 12-15 years from almost 300 secondary schools in , . Our mission is to see this approach implemented nationally by 2030. With large-scale, descriptive data such as this at their fingertips, incoming ministers would be in a strong position to deliver on promises made and improve the wellbeing of young people across the country.

Commitment to youth mental health and future prospects

Mental health difficulties are becoming more prevalent among young people. data shows that one in five young people have a probable mental disorder with certain groups disproportionately affected. There are clearly major hurdles to overcome in the wake of perpetual cuts to public health spending and the new government must prioritise resource allocation to the most disenfranchised groups in society if it is to have a meaningful impact.

Specifically, Labour’s pledge should prioritise opportunities for gender and sexuality minoritised youth as these groups are consistently reported as the most in need. The showed that 45% of those identifying as bisexual or pansexual and 41% of those who are gay or lesbian experience high levels of emotional difficulties compared to just 12% of heterosexual young people. 22% of cisgender girls experience significant emotional difficulties compared to 6% of cisgender boys, rising to 34% of trans and gender diverse young people, and 21% for those questioning their gender identity. Responding to this issue and using #BeeWell insights, the Greater Swagֱ�� Health and Social Care Partnership established a youth-led commissioning pot dedicated to promoting activities to support the wellbeing of LGBTQ+ youth. In Hampshire, , a charity offering group-based support for LGBTQ+ children and young people, are collaborating with #BeeWell to support young people to interpret and contextualise the specific #BeeWell findings for LGBTQ+, and make recommendations to improve the wellbeing of gender and sexual minoritised groups in the surrounding area. More work is needed to address these inequalities across the country.

There are concerns surrounding the uptake, awareness, availability, and effectiveness of current mental health support in schools. #BeeWell data showed that one in five young people in Hampshire, Isle of Wight, Portsmouth and Southampton accessed mental health and wellbeing support at their school in 2023. However, fewer than half of young people felt they could access support when needed; just over half understood how to access help, and only one in three found that help useful.

The pledge to offer specialist support in every school is both commendable and, according to our data, necessary. We propose advancement of school-based service provision may best be achieved by: raising awareness of the support available; offering said support in a timely fashion and critically; ensuring that support is effective and appropriate for the needs of a diverse body of young people. In tandem, using #BeeWell as an example, we encourage greater surveillance of both mental health and help-seeking behaviours across all schools to monitor the extent to which support offered meets demand, and to track effectiveness when delivered. With insights gathered from their own pupils, mental health professionals in schools can more easily identify specific needs and create bespoke support strategies, in turn helping to ease the burden on vastly overstretched Children & Adolescent Mental Health Services.

Enhancing community safety and wellbeing

Beyond school, children and young people also spend a lot of time in their local community. Feeling safe and having good places to go in your local area can be crucial for wellbeing. Labour’s manifesto includes robust measures to enhance community safety and address antisocial behaviour by increasing neighbourhood police presence and implementing strategies to reduce knife crime. In 2023 the non-partisan indicating that over the past decade, incidences of knife crime increased by 170%.

Whilst a harrowing statistic, and rightly a focus area for the new government, prevalence rates differ substantially across the UK. Some less affected neighbourhoods may be better served by improvements to other services and provision such as access to community facilities. Indeed, #BeeWell data shows that around , but only . An approach to improving community neighbourhoods needs to go beyond addressing crime and safety, and .

The proposed network of youth hubs established through the could also play a crucial role in fostering a sense of belonging and community, addressing issues of loneliness, and providing safe places for young people to gather. If done well, this network could provide comprehensive support for mental health and future prospects in areas where it is most needed. In #BeeWell areas, local policy-makers can already compare statistics across 14 local authorities and 110 neighbourhoods in Greater Swagֱ�� and Hampshire, Isle of Wight, Portsmouth and Southampton. Expanding this level of granularity across the UK could enable government to strategically locate hubs in the areas they may have the greatest impact.

Promoting physical activity and access to sport

The manifesto’s emphasis on protecting time for physical education resonates strongly with #BeeWell’s findings. , making the need to encourage activity in youth apparent. Unfortunately, national statistics suggest in the UK, and that activity tends to decrease with age. Our data also depicts a widening gender gap (with boys more active than girls). Using these insights, GM Moving developed a youth-led campaign to support the mental wellbeing of girls who are less likely to take part in physical activity. Co-produced with 11-16-year-olds, hopes to show young people moving more is achievable, social, and a valuable tool for their mental wellbeing; with girls (cis and trans) and feminine presenting non-binary young people feeling inspired, represented, and supported. #BeeWell data also indicates that sports-based social-emotional learning programmes like . With this in mind, protecting time for PE and promoting participation in inclusive movement and sports led by trusted adults could make a real difference for young people experiencing lower wellbeing.

Supporting creative education

#BeeWell data shows a clear link between outcomes for young people, and some of our partners are already working with schools to explore how creative arts can be used to address locally specific wellbeing issues. But, the data also shows that those from socioeconomically deprived backgrounds are less likely to take part in these activities. By promoting creative hobbies such as singing, reading for pleasure, arts and crafts, or youth club organised activities, Labour’s policies could help foster a more holistic educational experience that enriches both mental and physical health, especially for those from lower socioeconomic backgrounds.

The Importance of Data-Driven Decision Making

Labour’s pledge to improve data sharing across services with a single unique identifier is a significant step towards more informed decision-making. This enables schools and local authorities to tailor their responses to the specific needs of their communities. , ensuring that support is targeted and effective. However, to really understand and improve young people’s wellbeing, we need to listen to their voices and what they tell us about factors that affect their lives. Educational settings are an ideal place to regularly and consistently measure the wellbeing of young people. By supporting schools to do this, the insights this type of data can provide are huge, both for schools that have bespoke data made readily available, as well as local government and civil society partners working in this area. This level of granularity would also support the Labour government to make informed decisions regarding the rollout and prioritisation of its manifesto pledges to deliver the greatest benefit for young people.

This article was originally published on

Education inspection finds trainee teachers flourish at Swagֱ��

Mon, 08 Jul 2024 19:46:47 +0100

Initial Teacher Education (ITE) at Swagֱ�� has once again been recognised as a high-quality route for diverse and committed primary and secondary teachers joining the profession.

Ofsted carried out an inspection in May 2024, through face-to-face meetings, online meetings and on-site visits to partner schools.

The highlights ‘the provider’s vision for excellence, which encompasses values such as inclusion, tolerance, respect and social justice’ and how ‘trainees throughout the partnership are extremely well prepared to confidently begin their teaching careers’.

takes great pride in the skilful practice and deep, principled commitment brought to the teacher education partnership by university staff and school-based mentors, and is delighted to see these qualities recognised by Ofsted in their most recent report.

However, MIE has decided not to focus on the single-word judgement given by Ofsted, in recognition that the wellbeing of teachers and educators remains a critical issue, and is calling for fundamental change to the inspection process.

Swagֱ�� Institute of Education's second Teacher Education and Professional Learning (TEPL) annual conference

Fri, 05 Jul 2024 09:18:00 +0100

The second TEPL annual conference was held on Thursday, 13 June at Swagֱ��. The event facilitated creative collaboration and showcased exceptional research and scholarly activity, with contributions from staff and students from Swagֱ�� Institute of Education (MIE), as well as from highly esteemed colleagues from other universities.

MIE's Teacher Education and Professional Learning (TEPL) research and scholarship group designed the day around a core vision to provide a stimulating, supportive and inclusive environment. The diversity of research and scholarly activity was reflected through four central programme themes:

Teaching and Assessment Practices
Teacher Education and Policy
Relationships between Students and Universities
AI and Other Technologies

The conference began with a keynote address from Linda Evans, Professor of Education and Deputy Head of the School of Environment, Education and Development at Swagֱ��. 'Where next with research and scholarship in teacher education and professional learning? A critical agenda for augmenting the field’s knowledge base', set the tone for the day, and was followed by four parallel presentations which prompted lively, thought-provoking discussions and debates on the central themes.

The final plenary session was led by Dr Richard Holmes from the University of Dundee, who skilfully synthesised the key learning from the conference and provided an entertaining (and tongue-in-cheek) MIE political ‘manifesto’ in light of the upcoming general election.

Reflections from conference participants:

With thanks

Special thanks to all the contributors on the day as well as Beatrice (Maud) Halstead’s excellent administrative and organisational efforts. Particular thanks and recognition goes to Professor Lisa Murtagh, Head of Swagֱ�� Institute of Education, who has been TEPL convener since the group's inception in 2022, and has steered many of the group's successes, with this her final TEPL activity in this capacity.

Swagֱ�� PGCE graduate and business founder wins UK StartUp Award for ‘Regional Consumer Product of the Year’

Fri, 28 Jun 2024 09:36:35 +0100

Having completed her PGCE Primary Degree at Swagֱ�� Institute of Education in 2020, Jessica Moss began teaching but soon became frustrated at being unable to find a suitable planner.

Noticing that available planners for teachers were either bulky, overpriced or simply failed to accommodate the requirements of a busy teaching assistant in a primary school classroom, Jessica spotted a gap in the market, and set about finding a solution.

, which supports enterprise and entrepreneurship for all students, recent graduates and staff at Swagֱ��, provided a grant to help turn Jessica’s idea into reality.

The financial support, together with a determination to produce high quality, fit-for-purpose and affordable planners enabled Jessica to found . Tidy Think now offers a diverse range of 105 products, so that every educator can find a planner to suit their needs.

“It was a steep learning curve for me” reflects Jessica, “my experience is within education, not business. I found myself having to navigate the world of web designing, brand development, and marketing strategies whilst continuing as a full-time teacher, however, it’s all been worth it!”

The success of Tidy Think has been recognised with a regional award for ‘Consumer Product of the Year’ at the , with the national competition final taking place in September.

Sportswashing is still highly effective despite more awareness among fans

Wed, 26 Jun 2024 16:07:55 +0100

As the European football championships continue in Germany, new research has revealed that ‘sportswashing’ - the practice of using sporting events or teams to improve a country's reputation - is still highly effective, despite increased awareness of the issue among fans.

Dr Vitaly Kazakov of the School of Environment, Education and Development is currently undertaking a research project in Iceland, the nation with the same population as Stoke-on-Trent which surprised everyone by beating England and reaching the quarter-finals at Euro 2016. He has conducted in-depth interviews with a range of football stakeholders there including fans, sport and international affairs journalists, sports club administrators and academics.

He has found that people are very keenly aware of the many problematic issues surrounding sporting events or which are revealed by the spotlight being shone upon host nations – for example, he found that the majority of people interviewed wouldn’t really be aware of or care deeply about worker’s rights in Qatar if the country had not hosted the 2022 World Cup.

Yet, because of the ‘feel good factor’ which surrounds sporting events like football tournaments, sporting events can still achieve the envisioned political goals of illiberal host states despite any negative publicity. Many Icelandic fans travelled to Russia for the first time because of their team’s participation in the 2018 World Cup, and reported having good impressions of the country despite years of critical coverage relating to its aggressive foreign policy, LGBTQ+ rights and political persecution.

Fans reported feeling conflicted on how to feel about the events, and how to react to accusations of sportswashing. Fans and journalists are also keenly aware that it is not just the host states that are part of the problem – they also blame the organisers, for example pointing to FIFA for enabling Russia’s geopolitical actions because they awarded the 2018 World Cup to Moscow despite the annexation of Crimea just a few years previously.

In general, fans and journalists realise that sports events could be problematic at the same time as helping to expose some wider social, political, economic, environmental problems and inequalities. Even in Iceland itself, after the feel-good stories of the 2016 and 2018 tournaments, the sexual violence scandals associated with some of the squad’s players dampened the enthusiasm around their sporting achievements. No notable Icelandic player was ultimately convicted, but the legacies of their successes in both tournaments in France and Russia are also placed into the new context of former heroes’ reputations being significantly affected.

“More research is needed to examine both how sporting events impact people’s understanding of and engagement with political issues. Ultimately, we need to be figuring out how to channel the power of sport in productive ways.”

Social media bans don’t address youth mental health problems, say experts

Thu, 13 Jun 2024 12:10:38 +0100

As politicians in the US, France and other countries begin introducing legislation banning the free use of social media by young people, new research has found that these bans do not address youth mental health problems – and could actually cause more harm than good.

Recent months have seen increased discussions of the impact of social media on youth mental health after the publication of a book by social psychologist Jonathan Haidt, and the new ban on social media use for people under 14 enacted by Florida governor Ron DeSantis. Over 20 new online child safety laws have been passed by 13 states since last year, with many more in the pipeline.

Experts from the – which is being led by Swagֱ��’s Institute of Education – say our understanding of the impact of social media is still in its early stages, and any action from politicians must be based on solid evidence. They say a swathe of recent research has found no concrete confirmation that social media has negative effects on the mental health of most young people, which contrasts with some popular science accounts which are not grounded in fact.

While social media apps and their push alerts can cause people to use them heavily, bans like the recent Florida example are reminiscent of what experts in this research area call ‘technology panics’ which have occurred throughout recent history. Similar bans were proposed for the radio, the TV, computers, and smartphones, with a 1941 paper bemoaning that over half of the young people studied were ‘severely addicted’ to radio.

The researchers highlight that it is easy to fall into the trap on blaming young people’s mental health difficulties on one single factor, but adolescent development and mental health are highly complex and influenced by many biological, social and broader societal factors.

They say it is unrealistic to conclude that social media is the culprit of young people’s mental health problems, or that a ban would have a substantial impact. A study with thousands of young people actually found that other factors - including lack of family support - may in fact be much more important than social media.

This means that a social media ban would be ineffective and create a false sense of security, as well as diverting attention from root causes of mental health problems in young people such as childhood adversity, deprivation, discrimination, gender and sexual inequality, and concerns about the ecological future. There are also some groups - LGBTQ+ young people in particular – for whom social media is a vital means to find solace and connection, which a ban would take away.

“Young people feel that adults might have a different opinion about social media because they did not grow up with it, and they ask for trust and agency,” said Dr Margarita Panayiotou, Senior Lecturer in Quantitative Methods at Swagֱ��. “Legislation must take into account the voices and experiences of the people it will affect the most - Florida’s ban fails to do so.”

“A ban would cause young people to find alternatives to existing social media platforms that may be harder for parents, educators, researchers and legislators to study and monitor,” said Dr Eiko Fried, Associate Professor in Clinical Psychology at Leiden University. “Rather than imposing restrictions, efforts should be directed towards educating young people, their guardians and educators on navigating the digital landscape safely, and on regulations which ensure that social media companies design age-appropriate features and algorithms.”

SEED recognition at the University's Making a Difference Awards 2024

Fri, 10 May 2024 10:58:48 +0100

Swagֱ��'s 10th ceremony took place on Thursday 9 May in the University’s Whitworth Hall, and live streamed on YouTube.

The Making a Difference Awards recognise the outstanding achievements of our staff, students, alumni and external partners, and celebrate how they are making a difference. The School of Environment, Education and Development is always well represented at the awards, and this year received six wins, and two highly commended awards. Congratulations go to all those involved.

Outstanding benefit to society through research - Winner

Gindo Tampubolon (Global Development Institute) and the SMARThealth team

The Systematic Medical Appraisal Referral and Treatment (SMARThealth) intervention provides Indonesian health volunteers with resources to improve cardiovascular health in rural communities. With a third of adult deaths in Indonesia attributed to cardiovascular disease, SMARThealth provides vital preventative care in places with limited healthcare. This involved training village health volunteers to use the SMARThealth platform – operated via a mobile app and basic medical equipment – to assess villagers’ cardiovascular risk in real-time through the use of the SMARThealth platform and share results with qualified health professionals to prescribe treatment. The SMARThealth programme has since been adopted and scaled by the district of Malang, preventing 120,000 potential deaths by screening millions of residents.

Outstanding benefit to society through research - Emerging impact winner

Swagֱ�� Institute of Education’s Neil Humphrey and the #BeeWell team

#BeeWell is a programme that combines academic expertise with youth-led change to make the wellbeing of young people everybody’s business. The project annually surveys young people and uses the results, in collaboration with schools and partner organisations, to deliver positive change in all our communities. Over 180 schools across all 10 Greater Swagֱ�� local authorities have implemented the co-developed #BeeWell survey to systematically assess and monitor the domains and drivers of wellbeing of more than 60,000 pupils since 2021. Discover more at

Outstanding teaching innovation in social responsibility - Winner

Swagֱ�� Institute of Education's Andy Howes, Sian Morgan, Hannah Strickland, Rai Lock, Anna Warburg and Rosa Archer

The project hosts an annual green conference for student teachers, where multiple secondary PGCE subjects convene to host a day during which they address climate justice issues as well as include skills sessions to innovate the practice of student teachers entering the profession. The aims of the day are to develop student teachers’ understanding and confidence with climate justice issues. This annual conference has been established for four years and has been growing in scope each year. This year included alumni experts, who are now Early Career Teachers (ECTs), enacting their learning in schools and contributing to the development of future secondary school teachers in English, Geography, Maths and Science.

Outstanding contribution to social and environmental impact through entrepreneurship - Highly commended

Ahmed Abdullah Saad Mohamed, Karim Habib and Salma Khaled

Educuality

Educuality is an innovative educational platform aiming to democratize learning by providing accessible and impactful peace education and environmental education through gamification. The project’s purpose is to foster social change and promote peace by educating young minds in the areas of peace and climate action. They aim to bridge societal gaps, especially focusing on rural areas, and to create a sustainable model for social change through education.

Outstanding public engagement initiative: Local/civic engagement - Winner

Sarah Marie Hall, Liz Ackerley, Alison Briggs, Laura Fenton and Santiago Leyva del Rio (Geography) and Isis Barei-Guyot (Global Development Institute)

This project brings together academic and non-academic partners to develop knowledge and contribute to anti-poverty strategies in Swagֱ��, as well as to inspire other inclusive research engagement. Through sharing and learning with community groups, the project has built collectives, led innovative and engaging outputs, and contributed to policy development in tackling poverty, homelessness and intersecting crises. Their 2022 event ‘Sharing Untold Stories in Creative Ways’ brought together local organisations fighting austerity and poverty through collaboration and creativity, by providing listening spaces, engagement platforms, and opportunities for capacity-building.

Outstanding public engagement initiative: Local/civic engagement - Winner

Tess Hartland (PhD student in Sociology, School of Social Sciences, co-supervised by the Global Development Institute’s Tanja Bastia)

As part of her PhD, Tess co-produced ‘Echoes of Displacement’, a captivating comic book narrating the collective story of people growing older while seeking sanctuary in the UK. The aim for this comic book is to increase understanding and awareness by communicating research beyond academia, authentically represent and amplify the voices of older refugees and foster community engagement. The comic has been used by international NGOs (e.g. Age Platform Europe) and local government (e.g. Age-friendly Swagֱ��) as best practice example for translating research and raising awareness of ageing experiences of marginalised groups.

Outstanding public engagement initiative: Local/civic engagement - Highly commended

Swagֱ�� Institute of Education’s Kirstie Hartwell, Kelly Burgoyne, and Emma Pagnamenta, Vesna Stojanovik and Rebecca Baxter from the University of Reading

Working with Families to Co-Create Learning Materials for a Parent-Delivered Early Language Intervention for Children with Down Syndrome

This project worked closely with six families to co-create learning materials, such as storybooks and activity packs, for a parent-delivered early language intervention programme specifically developed for children with Down Syndrome. The project represents critical initial steps in developing evidence-based intervention and highlights the benefits of working with families.

Outstanding public engagement initiative: National/international engagement - Winner

Joanne Tippett (Department of Planning, Property and Environmental Management) and the RoundView Team

Building on 15 years of the University’s research, this project provides a big-picture, positive framework for sustainability learning and communication. It builds confidence by helping people systematically assess solutions against the fundamental principles of environmental sustainability. Working with UNESCO UK and the National Trust, more than 133,500 people have engaged with the RoundView since 2022. These hands-on learning tools facilitate global engagement, reaching audiences from youth to professionals and local to global leaders, inspiring both knowledge and action towards sustainability. Learn more at

Find out more about the Making a Difference awards on our

Report calls for national rollout of local child wellbeing surveys like #BeeWell

Fri, 26 Apr 2024 09:00:00 +0100

Child of the North/Centre for Young Lives report sets out an evidence-based plan to improve the mental health and wellbeing of children through schools to support the 1 in 5 children with a probable mental health condition.
Report calls for widening of Mental Health Support Teams to all schools, new ‘one-stop-shop’ hubs for parents and children to find local support, and national rollout of local wellbeing surveys
Scale of crisis set out with new data suggesting one in five Year 9 pupils in one area have a probable eating disorder, and one in six 12-to-15-year-olds in the same area have self-harmed in the last 12 months.
Political parties urged to put children’s wellbeing at the heart of their future government plans to reduce the prevalence of children’s poor mental health by half over the next 10 years.

A new report from Child of the North and Anne Longfield’s Centre for Young Lives think tank has set out a plan for the Government to boost children’s mental health through the education system, as half of England’s school children will still be without access to Mental Health Support Teams after 2025 under current plans.

The report, “Improving mental health and wellbeing with and through educational settings”, sets out the crucial role schools can play in supporting children’s mental health and promoting and supporting wellbeing. With children spending more time in school than in any other formal institutional structure, educational settings provide the ideal opportunity to reach large numbers of children simultaneously and can also facilitate intervention with pupils displaying early mental health or behavioural symptoms.

It is the third in a series of Child of the North/Centre for Young Lives reports to be published during 2024, focusing on how both the Government and Opposition can reset their vision for children to put the life chances of young people at the heart of policy making and delivery.

The report comes amid a national epidemic of children’s mental health problems. In 2022, 18% of children aged 7-to-16-years-old and 22% of young people aged 17-to-24 had a probable mental health condition. Despite some extra investment in recent years, the children’s mental health system is blighted by chronic waiting lists and a postcode lottery of provision, and thousands of children and young people continue to struggle without support. Over 32,000 children had been waiting over two years for help at the end of 2022/3. The consequences for school attendance, educational achievement, mental health problems in adulthood, as well as over-stretched public services, economic productivity, and society’s overall wellbeing are enormous.

The report calls on the Government to expand the mental health support offered through schools and educational settings from primary school onwards, without placing extra burdens on teachers.

Its recommendations include harnessing the power of digital technology in a way that benefits the mental health of children by rolling out school-based research surveys like the existing #BeeWell and Age of Wonder projects nationally. This would gather local information about children’s mental health and wellbeing, identify geographical hotspots and determine when the ‘emotional temperature’ of the school is in the danger zone, so that schools can offer early support.

The report also recommends:

· Expanding the mental health support offered through schools and educational settings, starting in the primary school years, to all schools. Mental Health Support Teams (MHSTs) are known to provide effective help to schools, but most schools still do not have access to them. The Government’s current plans mean that from 2025 half of England’s 8 million school age children will still not have access to a MHST in their school, should they need it. The work of MHSTs should be widened so it is not just focused on only one-to-one support for children with moderate-to-severe mental health problems, but is also focussed on peer group support and school-wide prevention strategies, including mental health hubs. This can be achieved by involving the community and voluntary sector, alongside health and social care services.

· Supporting the creation of a network of ‘one stop shop’ local online NHS information hubs, based on NHS Healthier Together, to signpost children and families to appropriate local mental health support where it is available. A ‘one stop shop’ would allow children, families, and schools to learn together about the local mental health support offered in their locality and how it can be accessed. The information hub would allow schools to work together more effectively with parents and children to create a supportive learning environment, tailored to local services and the local community.

· Tackling the upstream determinants of poor mental health, including early support for neurodivergent children. The evidence shows that pre-school and primary school experience can increase the risk for mental health conditions. Government’s strategy to improve the social and emotional wellbeing of young people should include a focus on the pre-school and primary school years. A national strategy to provide greater support for children with neurodiversity in their preschool years to tackle early determinants of poor mental health is also vital.

· Addressing the workforce crisis in educational psychology provision to encourage a larger number of graduate psychologists to support schools, alongside teacher training and career development that equips teaching staff to create classroom and school environments that promote pupil wellbeing and support the mental health needs of pupils. Government could and should mandate the provision of such training in the education and CPD of teaching staff.

To highlight the scale of mental health problems among young people, the report also includes preliminary data gathered from 5,000 children and young people in Bradford that reveals the shocking rise of eating disorders in the area, including:

· One in five (21%) of Year 9 pupils in Bradford reporting a probable eating disorder.

· 18% of 12-to-15-year-olds in Bradford reporting symptoms indicative of a probable eating disorder (the national rate among 11-to-16-year olds is 13%).

· 17% of 12-to-15 year olds reported self-harm in the last 12 months, with a higher prevalence in girls (20%) compared to boys (13%).

The study also highlights two priority issues raised by children and young people in Bradford as detrimental to their mental health - problems with lack of sleep and with loneliness. These findings are seen elsewhere. A recent #BeeWell survey examined the relationship between sleep quality in approximately 35,000 young people in more than 150 schools across Greater Swagֱ��. #BeeWell found that more than four in ten young people reported not getting enough sleep.

Anne Longfield, Executive Chair of the Centre for Young Lives, said:

“The rise in the number of children experiencing mental health problems is an ongoing crisis not only for those children and families experiencing it now, but for our country’s future.

“I have heard so many heartbreaking stories of the lengths children and parents have gone to get support – including, sadly, suicide attempts – but we still seem a long way away from providing the prevention, early help, and treatment that every young person with mental health problems needs.

“As an anchor in children’s lives, schools have a crucial role to play in supporting children’s mental health and wellbeing. Yet half of the school age children in England – four million children – will not have access to Mental Health Support Teams under current plans. We need to rocket-boost support in schools if we hope to bring down the numbers of children who are struggling with mental health problems.

“The current school attendance crisis is likely to be driven in part by children with mental health problems who are unwilling or unable to attend school. We know already that children and young people with mental health conditions are more likely to be absent from school, and that poor mental health significantly impacts on school attendance and outcomes.

“At the next election, the parties will put forward their proposals for improving children’s mental health. Labour has already pledged to recruit more staff, introduce specialist mental health support for children in every school, and deliver an open access children and young people’s mental health hub for every community. But there should be a cross-party ambition to reduce the prevalence of children’s mental health conditions by half over the next 10 years, and all politicians should agree that the current system is failing too many children and needs urgent attention.”

Dr Camilla Kingdon, former President of the Royal College of Paediatrics and Child Health said:

“There is a huge evidence base for the importance of good mental health in childhood. However, sadly nearly 50% of lifetime mental health conditions are established by 14 years. We have a crucial window of opportunity to intervene to support children with mental health problems. We cannot let these children slip through the system without help.

“The UK needs to prioritise mental health and wellbeing of children for the sake of our children - and all our futures. There are solutions at our fingertips - we just need the political will to make it happen.”

Professor Mark Mon Williams, Child of The North report series editor, said:

“There is no better measure of the health of a nation than the mental wellbeing of its children and young people. The statistics on mental health in children are heartbreaking and demand immediate action. The UK must prioritise the mental health and wellbeing of its children and young people if it wants to enjoy long term prosperity. This report shows how the next Government could and should invest in the UK’s future wellbeing.”

Dr Ruth Wadman, Research Fellow for the Age of Wonder Adolescent Mental Health Collaboratory, said:

“Our children and young people need good mental health and wellbeing to develop and flourish. There is an urgent need to step-up our efforts to prevent mental health conditions and to intervene early when they emerge. The report shows that schools can play a key role in promoting good mental health and wellbeing, both by harnessing the power of data and by listening to children and young people.”

Programme to tackle children’s mental health delivers more than £5m of benefits to society

Wed, 17 Apr 2024 12:11:48 +0100

Millions of pounds of wellbeing benefits were delivered to society last year as part of a mental health initiative in schools, according to a new report by Pro Bono Economics (PBE).

The new research - undertaken with the education charity Football Beyond Borders (FBB) - found that FBB’s project to provide a trusted adult for young people in secondary schools has resulted in wellbeing benefits of £5.5 million.

PBE’s research also revealed that the average student involved in the programme in 2022/23 benefited from improvements in wellbeing worth around £2,300 - the equivalent of £8,700 per at-risk student. This increase equates roughly to a UK adult’s experience when going from being unemployed to being in employment.

In addition, analysis by researchers at Swagֱ�� using data from the #BeeWell programme, showed that FBB’s programme protects young people who are identified as being “at risk”, with them demonstrating a better ability to manage emotions, increased confidence, and a more positive outlook towards school. The study shows that the target group of participants maintain their levels of wellbeing while individuals with similar characteristics who didn't receive FBB's support from a trusted adult experienced a decline over time.

This means that the programme delivered more than £5.5 million of wellbeing benefits to society from the 2,401 students that participated in that year. Given that these benefits were delivered by 37 full-time equivalent practitioners across 51 schools, the typical trusted adult practitioner delivered almost £150,000 of benefits, or £109,000 of benefits per school.

PBE concluded that the FBB programme is likely to offer good value for money. For most scenarios the benefits per £1 spent fall in the range of £1.70 - £4.00, suggesting the short-term wellbeing benefits outweigh the costs of the programme.

Through building authentic, trusted relationships between adult practitioners and young people it has been shown to have a protective effect on the wellbeing of the children at highest risk of low wellbeing. HM Treasury methodologies suggest that this wellbeing improvement has a substantial social value associated with it.

Data from a representative sample of people in Wales suggested that around 20% of people did not have a trusted adult during childhood. PBE found that, if this is representative of the rest of the UK, there could be more than 800,000 children in secondary school today that do not have a trusted adult to support them.

Football Beyond Borders’ project provides support within secondary schools to students at risk of exclusion, such as those with poor behaviour records, or those that have suffered adverse childhood experiences or have Special Educational Needs. Sport is used to build trust and combines this with one-to-one mentoring and group work to help develop children’s socio-emotional awareness.

Having a trusted relationship as a child with an adult that can listen without judgement and support a young person positively has been consistently highlighted as an important way of reducing the risks of low mental wellbeing. Evidence suggests that the risks of low mental wellbeing - as well as a host of other negative outcomes including smoking, heavier alcohol consumption and poor diet - were significantly reduced where a child had access to a trusted adult.

15-year-old Darcy from Bolton is one young person who has benefitted from her experience with FBB. She said: “Most teachers know how to speak to you - they do notice when something’s changed, and they ask if you’re alright. But It depends on the teacher. If I am angry and it's a teacher I like I would speak to them, but if I was sad because of something not in school, I wouldn’t tell them. I’d go to speak privately with a different teacher from RISE or FBB.

“Schools think that things like FBB and RISE you just go there to have fun, but you learn loads of new things, how to build and cook, and you get therapy lessons. Trust the process and give it time in order to see change."

Darcy’s mother added: “I’m glad she’s got FBB and RISE, and I don’t think she would have gotten through school without FBB and RISE. It’s a fantastic association for school, and I think every school should have them.”

Jon Franklin, Chief Economist at Pro Bono Economics, said: “The Football Beyond Borders programme demonstrates how new ideas and creative approaches can help to tackle the current crisis in children’s wellbeing, offering good value for money for society.

“Better understanding and valuing the wellbeing impacts of programmes working with children and young people could help ensure that policies and interventions to tackle children’s wellbeing will be prioritised going forwards. It is essential that the country invests in the collection of high-quality wellbeing data for children, like the one pioneered by #BeeWell, and support greater investment in young people’s lives.”

Jack Reynolds, Chief Executive of Football Beyond Borders, said: “Young people’s mental wellbeing is having a huge effect on their engagement at school - you can’t rectify the other issues we see every day around absence and attainment if young people’s heads aren’t in a good place. This research shows that investing in relationships provides value for money and addresses the needs of adolescents.

“Long-term, consistent, adult role models are an essential part of any solution and immediate reform which puts trusted relationships at the heart of our system can’t come soon enough.

Professor Pamela Qualter appointed as co-chair of WHO Commission Advisory Group

Thu, 11 Apr 2024 10:36:03 +0100

In November 2023, the World Health Organisation (WHO) established the , which aims to reposition social connection as a genuine global public health and well-being priority and to scale up cost-effective solutions to address loneliness and social isolation.

, Professor of Education at Swagֱ�� Institute of Education, has been appointed co-chair of the

The Technical Advisory Group on Social Swagֱ��ion will act as an advisory body to the WHO Commission on the issue of social connection and its impact on health and society.

Due to the complexity of the issue, the Advisory Group brings together representatives from different sectors and disciplines including psychologists, psychiatrists, educationalists, social epidemiologists, social gerontologists, paediatricians, public health specialists, and experts in digital mental health.

Professor Qualter notes that the development of the Technical Advisory Group ensures a robust research-informed world-wide approach to tackling loneliness, and will co-chair with from Flame University in India.

Hope and optimism on the rise among young people

Fri, 15 Mar 2024 10:00:00 +0000

Latest #BeeWell data presents a much-needed good news story for young people’s mental health and wellbeing

Young people in Greater Swagֱ�� are reporting an improvement in hope and optimism for their future, marking what many will consider a welcome return to pre-pandemic levels.

However, the results from the latest survey, which heard from over 38,000 young people aged 12-15 years in more than 250 schools across Greater Swagֱ��, Hampshire, Isle of Wight, Portsmouth and Southampton, also revealed noteworthy and consistent inequalities in wellbeing across gender and sexuality.

Focusing on time trends in the Greater Swagֱ�� survey data, 83% of young people felt hopeful and optimistic about their future in 2023, compared to just 72% of young people during the height of the COVID-19 pandemic in 2020.

The #BeeWell programme, co-founded by Swagֱ��, The Gregson Family Foundation and Anna Freud, and developed in partnership with the Greater Swagֱ�� Combined Authority, has been listening to the voices of young people since 2021, and seeks to make the wellbeing of young people everybody’s business. To date, the #BeeWell survey has been completed by more than 85,000 young people.

The founders behind the survey results hail young people’s improvements in optimism in Greater Swagֱ��.

Wellbeing inequalities: LGBTQ+ young people report lowest life satisfaction

Overall, this year’s #BeeWell survey results, which analysed data on young people from across all 14 Local Authorities in Greater Swagֱ��, Hampshire, Isle of Wight, Portsmouth and Southampton, found that young people are generally satisfied with their lives. However, there are noteworthy inequalities in life satisfaction, mental wellbeing and emotional difficulties across gender and sexuality.

41.2% of young people who identify as lesbian or gay reported a high level of emotional difficulties (e.g. worrying a lot, feeling unhappy, having problems sleeping). This figure rose to 44.5% for young people who identify as bisexual or pansexual. This is compared to 12.1% of heterosexual young people. High scores in this area could indicate that young people may require additional, preventative support
When considering gender differences, 22% of cisgender girls reported a high level of emotional difficulties compared with 6% of cisgender boys. The proportion reporting high levels of emotional difficulties rose to 33.9% for transgender and gender diverse young people and 21% for those questioning their gender
These inequalities are also seen in life satisfaction and mental wellbeing scores, with gay and lesbian young people experiencing the lowest wellbeing and reporting that they are least satisfied with their lives, followed closely by bisexual and pansexual young people, and those who identify as transgender and gender-diverse

Building on the results, the #BeeWell programme is working with schools, partners and the wider community to act on these and other findings in the data. This has included an exciting collaboration with The Duke of Edinburgh’s Award which is working to deliver the scheme for young people in those neighbourhoods identified as having the lowest wellbeing.

“The Duke of Edinburgh’s Award brings young people together and enables them to discover new passions, gain new skills and connect with their community - however, opportunities for personal development and enrichment, which we know help boost confidence, give people hope and drive success, aren’t always accessible to everyone – we’re working hard to change that,” said Ruth Marvel, CEO of The Duke of Edinburgh’s Award.

“Using insights from #BeeWell, over the last 18 months, we’ve licensed eight new organisations in Greater Swagֱ��, offering the DofE to some of the country’s most marginalised communities. Looking ahead, we’re excited to widen access to the DofE further, as we identify areas in Hampshire, the Isle of Wight, Portsmouth and Southampton. Through this work, we hope to give young people the positive experiences, skills and capabilities they need to succeed in the future, which in turn, will boost wellbeing and optimism and that’s something we all so want to see.”

“It is great to see hope and optimism is improving for our young people - however, it is disappointing to see that the inequalities, particularly in regard to gender, are still so stark when it comes to life satisfaction and wellbeing,” said Professor Jess Deighton, Director of Innovation Evaluation and Dissemination at Anna Freud. "We now need to work together to target these groups, understand what they need and start making the impact that is required to enable these young people to be heard and for their wellbeing to be improved."

“The findings from the #BeeWell survey provide us with an invaluable insight into the needs and aspirations of young people," said Anthony Harper, Deputy Director for Children's Care at the NHS Hampshire and Isle of Wight Integrated Care Board. "It will support us in our drive to ensure early identification and support is available to children and young people where and when they most need it.”

“I am a firm believer in the importance of expanding the voices of young people in our society and giving solutions to the challenges we face,” said Uyuhansi Fernando, North East Councillor, Hampshire Youth Parliament. "All young people should have equal access to opportunities that help their wellbeing. I am confident that by listening to the voices of young people through #BeeWell, we can have a better understanding of the modern world ahead of us.”

#BeeWell Neighbourhood Data Hive

Following the release of the headline findings from the #BeeWell survey, an interactive public dashboard will show more detailed results and insights into young people’s wellbeing across 64 different neighbourhoods in Greater Swagֱ�� and 46 different neighbourhoods in Hampshire, Isle of Wight, Portsmouth and Southampton. This will be published online at the end of March 2024, with a view to inspiring action across local government and civil society.

Read our full report here: .

For further information on the #BeeWell survey and its initiatives, please contact beewellprogramme@manchester.ac.uk

The Engine Room opens in Southport, providing creatives a valuable resource

Wed, 06 Mar 2024 09:30:57 +0000

Situated in a heritage shopping arcade, The Engine Room is a co-working and co-learning space designed to counter the trend of creatives leaving Southport for employment and opportunities. The venue officially opens its doors with a launch event at its Wayfarers Arcade studios on Thursday, 21st March 4-7pm.

Developed by CivED CIC, a community interest company focused on activating disused spaces, The Engine Room will be instrumental in regenerating Wayfarers Arcade and its neighbouring Lord Street area. It forms part of a strategic effort to produce a generative ‘civic ecology’ where creative and digital entrepreneurs can start and scale new industries locally. ‘Youth flight’ is a concern within the town, and it is hoped that by providing a space for honing skills and working remotely this issue can be minimised.

The Engine Room is led by Dr Eric Lybeck, a Senior Lecturer at the Swagֱ�� Institute of Education, Director of CivED CIC, and resident of Southport, in collaboration with Southport BID, Southport College and Wayfarers Arcade. Designed by experts at the Swagֱ�� Urban Institute, the collection of units to the Arcade’s first floor will offer co-working desks, creative studios, workshops, meeting spaces and facilities for photography, podcasting, videography and more. Schools, colleges and independent educators will also be invited to use the space for teaching craft and artisan skills.

The launch event will include open viewing of the facilities, refreshments, and a cash bar, and welcome guest speakers Michelle Brabner, Principal of Southport College and Ian Parry of the Southport Learning Trust.

Tickets for the launch event at its Wayfarers Arcade studios on Thursday, 21st March 4-7pm are limited. To book your place, please visit the .

For more information about The Engine Room, please visit

Positioning Swagֱ�� at the forefront of the Generative AI revolution in Education

Mon, 04 Mar 2024 21:17:51 +0000

Generative AI is an emerging interdisciplinary area which will have wide-ranging impacts on everyday life, especially education.

To tackle global education challenges, understanding and harnessing the power of Artificial Intelligence, particularly Generative AI (GAI), is essential. GAI presents significant challenges in primary, secondary, and tertiary education, as well as in workplace and informal learning.

It has the potential to support personalised and adaptive learning experiences, act as an intelligent virtual tutor, and provide rapid feedback. Amongst other things, however, the rapid development of GAI also raises serious concerns regarding data privacy and assessment integrity.

These factors emphasise the need for an urgent, critical perspective as we look to design the future of education involving GAI.

The is seeking a in ‘Generative AI for Education’, the first such academic appointment of its kind. This role will contribute to positioning the University of Swagֱ�� as a leading voice on the potentially transformative impact of GAI in educational settings, an area that currently lacks established global authorities.

Working as part of MIE’s new Digital Technologies, Communication and Education Research and Scholarship group, the intention is to rigorously inform future educational design, policy, and practice.

This pioneering appointment underscores Swagֱ��’s commitment to shaping the responsible development and deployment of emerging technologies in the service of equitable, empowering and enlightening education for all.

Find out more information about the job.

The closing date for applications is Monday, 18 March 2024.

For enquiries about the vacancy, shortlisting and interviews, contact Lisa Murtagh.

Inaugural lecture by Steven Courtney, Professor of Sociology of Education Leadership

Mon, 04 Mar 2024 15:01:30 +0000

On Wednesday 28 February, the School of Environment, Education and Development and guests celebrated the appointment to professorship of , Professor of Sociology of Education Leadership.

The popular event took place in the Cordingley Lecture Theatre at Swagֱ�� and was chaired by Professor Martin Evans, Head of School. The University welcomed Emeritus Professor to introduce Professor Steven Courtney and distinguished scholar , Associate Professor in Educational Leadership and Policy at UCL IOE, to deliver the vote of thanks.

Lecture abstract

In this lecture, I will draw on my intellectual journey as a researcher to elaborate the need for, and features of a new methodology for critical researchers: “critical education leadership and policy scholarship”.

Methodologies in education leadership, management and administration (ELMA) have long been inadequate, partly because most ELMA research is functionalist, and so uses positivist methodologies. For functionalist ELMA researchers, leadership is fetishised and largely seen as the product of individuals’ traits, behaviours and activities, with ‘context’ reduced to a variable. Critical researchers, including me, reject these ideas, seeing that we are part of the research process and our dispositions and histories inevitably influence our data. Critical ELMA researchers must therefore look beyond functionalist methodologies. However, one of the most common alternatives, policy scholarship, over-compensates for functionalism’s limitations by enabling arguments that merely using the word ‘leadership’ is dangerous, or that researching it is frivolous. I argue in this lecture for a new methodology that neither fetishises nor demonises leadership, one that enables critical researchers to recognise and work with a form of leadership that is always co-constituted with policy and which merits conceptual and empirical recognition. I call this new methodology ‘critical education leadership and policy scholarship’.

Watch the recording

The evening also celebrated the appointment to professorship of Deljana Iossifova, Professor of Architecture and Urban Studies, who delivered her inaugural lecture ‘Entanglement and contradiction’.

Following the lectures, guests were given the opportunity to ask questions, before celebrating at a drinks reception.

Autism crisis sees thousands of children wait years for support, report finds

Wed, 07 Feb 2024 12:01:57 +0000

A has revealed a crisis in children’s autism assessment, warning that thousands of autistic children and young people are waiting months - or even years - for health and education support.

With the number of children accessing autism services now at a record high, the report - by the initiative led by and the think tank - has shown how parents are being left to navigate a complex support system for their autistic child that is hampered by processing delays and waiting lists.

The report sets out a number of key recommendations for tackling the assessment crisis, calling for a ‘needs-led’ approach instead of relying on a ‘diagnosis-led’ system, where early identification becomes the norm and faster effective support is offered without relying on a diagnosis.

It argues that children and young people with autism and conditions such as ADHD can thrive in mainstream education if their needs are supported in a timely way. Early identification and support can mitigate the negative and costly effects on autistic children’s physical health.

The report highlights how since Covid-19 there has been a 306% increase in the number of children waiting for an autism assessment. Just one in ten children are receiving an appointment within 13 weeks of being referred, while more than one in four parents have waited over three years to receive support for their child.

As one parent seeking an assessment for her child told the report’s authors, trying to receive an assessment was “an absolute nightmare … our systems in health and our systems in education don't link and can't talk, and we can't transfer things over, and things had to be logged in one place and not another.”

The report’s analysis reveals a system under unsustainable pressure.

In September 2023, there was a 27% rise in new autism referrals over the last year.
In July 2022, more than 125,000 people were waiting for an autism assessment by mental health services, an increase of 34% since the previous October. By July 2023, this number had risen to more than 143,000. Figures published in September 2023, show there were 157,809 patients with an open referral for suspected autism.
93% of children did not receive an appointment within 13 weeks of being referred.
The number of children yet to receive an appointment after 13 weeks has increased by 36% since Covid-19, and there has been a 21% increase in the last twelve months.
More than one in four parents have waited over three years to receive support for their child.
The evidence shows that children born to mothers without educational qualifications will receive an autism diagnosis two years later than their peers, and that issues around timely identification and support are exacerbated for girls, who are more likely to be misdiagnosed and diagnosed later than boys, or not at all.
Children and young people from ethnic minority backgrounds are experiencing lower rates of identification of autism and often experience more severe difficulties.

The report warns that the failure to provide the right autism support can lead to poor long-term outcomes for autistic children, including an increased prevalence of connected conditions such as mental ill health and a greater risk of school exclusion or not attending school. Data from the Swagֱ��ed Bradford database included in the report reveals that children who had been referred but were still waiting for an assessment were at greatest risk of being excluded from secondary school.

Autistic children who had a diagnosis were less likely to be excluded from school, compared to those awaiting an assessment, suggesting a diagnosis and subsequent support has a protective effect. With waiting times increasing, there is a growing risk to education outcomes, with evidence suggesting that many autistic children are ending up in expensive Alternative Provision.

The report also describes how a major barrier to existing systems is the perceived need for a medical diagnosis of autism before any child can receive support, with the perception among schools that this is a requirement, preventing some children from accessing support. Given the long waiting lists, many autistic children are not receiving the support they need because they do not have a formal diagnosis.

It makes three key recommendations to Government which have the potential the decrease the long-term costs associated with not acting early:

Building effective partnerships between education and health professionals for assessing and supporting autistic children. This should include delivering assessments in education settings and making a holistic offer of support in schools and nurseries before and after a formal diagnosis is made.
Providing and extending access to mandatory Continuing Professional Development (CPD) courses for health, education, and social care professionals that improve understanding and awareness of autism (and related issues). These courses should include information on how to create “neurodiverse friendly” environments, and particularly raise awareness of autism in girls and ethnic minority groups. Additional training should be co-produced by individuals with lived experience and delivered to professionals and integrated into undergraduate health and education professional training to improve the identification of autistic girls.
Creating formal partnerships at a local authority level comprising sector leaders (including schools, health, voluntary services, faith, universities, educational psychologists, and businesses) to oversee a prioritised governmental ward-level approach to addressing the autism crisis. The partnership should focus on its most disadvantaged wards and provide leadership in trialing data-driven, community and family co-produced, “whole system” approaches to improve autism support with and through education settings.

“The number of autistic children seeking support is at a record high and the number waiting for an assessment has rocketed since Covid,” said Anne Longfield, Executive Chair of the Centre for Young Lives. “The autism assessment crisis is leaving thousands of children without the support they need and parents having to battle their way through a nightmare process that can take years to resolve.

“The pressure and stress this is putting on families and children can have terrible and damaging consequences for mental health and for children’s education chances. Autistic children with a referral who are waiting for an assessment are at significantly greater risk of exclusion from school, with all the further risks that can bring. If waiting times continue to increase, so can the risk of increased exclusion and poorer educational outcomes for autistic children.

“The evidence shows the need to move to a system of support that responds to the needs of autistic children, rather than waiting for diagnosis before any help appears. Without urgent reform, we cannot hope to improve the life chances of the next generation.”

University awarded £23.5m to lead delivery of educational psychology training

Wed, 24 Jan 2024 11:01:29 +0000

Swagֱ�� has been awarded over £23.5m by the government’s Department for Education (DfE) to lead a national consortium of eight Russell Group universities to provide over 400 doctoral programme training places for practitioner educational psychologists over the next three years.

Educational psychologists are central to council services for children with special educational needs and disability, as well as for mental health promotion and critical incident response in schools.

Extending similar awards in 2019 and 2022, the 13% increase in the number of places awarded for 2024 underlines the government’s confidence in Swagֱ��’s capability to deliver this externally validated programme to the highest academic and professional standards.

Seventy-two trainee psychologists will be registered on the Doctorate in Educational and Child Psychology at Swagֱ��, with the remaining places allocated to the Universities of Birmingham, Bristol, East Anglia, Exeter, Newcastle, Nottingham and Sheffield in order to provide national coverage.

“Swagֱ��’s Doctorate in Educational and Child Psychology has excellent teaching standards, a consistency of approach, and innovative research to support evidence-based practice within the profession - this is widely appreciated,” Dr Frances Parker from the North-West Association of Principal Educational Psychologists said in support of the most recent funding award. “A longstanding, close and positive partnership exists between services and programme staff at the University, through a shared commitment to vocational public service and effective joint working.”

“This award is the largest government contract awarded for the training of educational psychologists to date, and it confirms Swagֱ��’s place as the national leader in the field of practitioner educational psychology training and scholarship,” said , director of the national training consortium and Swagֱ��’s Doctorate in Educational and Child Psychology.

“Trainee educational psychologists make a significant contribution to England’s educational psychologist workforce, supporting schools, families and local authorities, in identifying and supporting the full range of children’s needs. Their commissioned, doctoral research is central to the evidence base for professional practice and is actively disseminated to achieve positive impacts across the whole profession.”

You can learn more about the Doctorate in Educational and Child Psychology, and Swagֱ�� Institute of Education by visiting .

#BeeWell working to improve wellbeing as latest international life satisfaction scores are released

Wed, 06 Dec 2023 12:00:00 +0000

17,000 year 10 students across Greater Swagֱ�� have completed the survey this autumn, in addition to 73,000 completed surveys since 2021. In this time, over 180 schools have taken part in #BeeWell across GM.

As a reminder of how important this work is, the latest OECD PISA report revealed this week that the average life satisfaction of young people in the UK is the 2nd lowest in the OECD, ahead of only Turkey. The UK scores 4th from bottom amongst all 74 participating countries.

#BeeWell uses a co-designed survey to listen to the voices of as many young people as possible, publish the results privately to schools and publicly by neighbourhood, and drive action across society to improve young people’s wellbeing.

The programme was established in Greater Swagֱ�� in 2019 by Swagֱ��, Anna Freud, The Gregson Family Foundation, and Greater Swagֱ�� Combined Authority. It was launched following the results of the 2018 Programme for International Student Assessment (PISA) undertaken by the Organisation for Economic Co-operation and Development (OECD).

Analysis of the #BeeWell data from previous years by Swagֱ�� has found that:

Girls report lower wellbeing than boys, and LGBTQ+ young people report significantly lower wellbeing than their cisgender, heterosexual peers.
Only one in three young people are meeting the Chief Medical Officer’s recommendation of doing one hour of physical activity per day. This drops to one in four girls.
Over 40% of Year 9 students report that they aren’t getting enough sleep to feel awake and concentrate at school (2022).
Deeper analysis indicates that, by tackling bullying, we could prevent nearly 1 in 5 cases of young people's significant feelings of worry or sadness.
Neighbourhood-level data reveals that characteristics such as income disparity, health deprivation, crime risk and more are significantly correlated to different domains or drivers of wellbeing.

A social prescribing and youth-led commissioning pilot in 5 neighbourhoods in GM used the survey findings to allocate £20,000
#BeeWell measures are utilised by the Greater Swagֱ�� Combined Authority (GMCA), ensuring young people’s wellbeing will be at the heart of future strategy
Investment into arts, culture and wellbeing initiatives amongst voluntary sector partners and within schools
Investment into a pilot project from Greater Swagֱ�� Integrated Care on improving young LGBTQ+ people’s wellbeing
Voluntary sector partners leading campaigns to improve physical activity amongst girls in response to inequalities identified by #BeeWell data
Targeted responses to improve physical activity and nutrition by schools

Professor Jessica Deighton, Director of Applied Research and Evaluation, Anna Freud said: “If we are to take the mental health and wellbeing of our children and young people seriously, then we need to have a robust survey that can authoritatively collate data from English counties and cities. #BeeWell’s impact on measurement in this area of work could help the UK to improve in the PISA rankings internationally. The voices of our young people are one of the most powerful tools that #BeeWell lets us hear.”

James Robertson, #BeeWell National Director, said: “The enthusiasm across Greater Swagֱ�� to deliver the #BeeWell programme has been inspiring. I’m so grateful to our partners at the GMCA, academics at the University of Swagֱ��, and to all the schools who delivered the programme for a third year running. All their hard work amplifies the voices of young people at a time when listening to young people has never been more important. Driving action across the city region in response to the latest survey continues to be front and centre at #BeeWell.”

Councillor Mark Hunter, Greater Swagֱ�� portfolio lead for Children and Young People, and leader of Stockport Council, said: “It is always vital that we listen to our young people across Greater Swagֱ�� and truly understand the unprecedented difficulties they have faced over recent years. I’m delighted that the #BeeWell programme has once again given young people the opportunity to have their voices heard and be involved in something that really does make a meaningful difference. We are absolutely determined to improve all aspects of young peoples’ wellbeing in Greater Swagֱ��."

TEPL Research and Scholarship Group updates on first year

Fri, 17 Nov 2023 11:22:02 +0000

One year on, we are delighted that as a group we are making headway in achieving our aims:

To bring together a wide array of researchers, scholars and practitioners to explore questions related to teacher education and professional learning
To foster a culture of engagement with research and scholarly activity in the field
To contribute to the field of teacher education and professional learning
To be a space for educators and professionals to engage in critique and debate regarding teaching and learning pedagogy and practices

Since its launch, we have cultivated a vibrant research and scholarship culture in , growing participation to 50+ active members.

As a collective, we are cementing our status as an authority in the field of TEPL commensurate with an education department in a world-class Russell Group institution, and are generating tangible outcomes that strengthen Swagֱ��'s reputation.

For example:

TEPL members are increasingly sought after by the media as authoritative voices on education
TEPL members are increasingly sought after by policy makers, such as the DfE ; having direct impact on policy developments
TEPL members are contributing to the University’s policy engagement institute and building relationships with policy makers, academics and Members of Parliament
Members are presenting at international conferences, with some making their conference debuts this year at prestigious international events including TEAN, BERA and ECER
Members are contributing to reputable Blogs to comment on matters of currency in the field
Members are producing academic and professional journal outputs
We are holding a series of “TEPL Invites…” seminars hosted by external keynote speakers to share their research and stimulate discussion and debate

Whilst our national and international profile is growing externally, TEPL's expertise also impacts teaching and learning within the University. TEPL is playing a pivotal role in contributing to professional learning across SEED, through its “Teaching Matters” programme.

Launched in October 2023, ‘Teaching Matters’ workshops throughout the academic year will be exploring good practice from a variety of perspectives including inclusive pedagogies, formative assessment, unit design and digital tools to enhance learning. For more information, contact louisa.dawes@manchester.ac.uk.

As one of MIE’s newest RSGs, TEPL is providing an empowering space for colleagues to flourish as researchers and scholars.

What our members say...

As a new RSG in MIE, we are proud of our achievements over the past year and are looking forward to the year ahead with much enthusiasm.

We look forward to seeing many of you at our upcoming TEPL events.

Access to creative Higher Education remains ‘highly unequal’, says new research

Mon, 23 Oct 2023 10:52:08 +0100

A new report has found that the creative workforce is still dominated by graduates, with access to creative Higher Education remaining highly unequal.

The All-Party Parliamentary Group (APPG) for Creative Diversity collaborated with Swagֱ��, King’s College London, University of the Arts London and the Creative Industries Policy & Evidence Centre (Creative PEC), with support from YouTube and Paul Hamlyn Foundation, in order to understand the effectiveness of pathways to creative Higher Education.

The research found that the creative workforce is still dominated by graduates, there is huge inequality in gender, ethnicity, and social class in applications, offers, acceptances and employment outcomes on creative HE courses, and that apprenticeships are not working for the creative industries. The report looks at ways to support equity, diversity and inclusion in creative education, and identifies critical points for intervention to ensure that the UK’s creative industries can be inclusive and equitable.

Their research found that Higher Education Institutions and government policy interventions currently focus on encouraging underrepresented groups to apply to creative courses, instead of targeting institutional change. The experts advise that a more diverse creative economy will only develop if responsibility shifts back to the government and Higher Education Institutions, and makes key recommendations on how they can achieve this.

The research project used Census 2021, Universities and Colleges Admissions Service (UCAS) and Higher Education Statistics Agency (HESA) data, statistical analysis, roundtables with stakeholders, case studies and a major review of the global literature.

The report outlines a series of targeted recommendations – it calls for the government to embark on a complete revision of creative and cultural education provision (including significant reforms of creative education delivery within primary and secondary schools as well as local community provision), and for Higher Education Institutions to urgently reconsider the relationship between creative education and access to creative and cultural work. They say that for too long, the focus has been on encouraging people from underrepresented groups to apply without sufficient scrutiny of the barriers to entry.

"Our University is delighted to be part of the Creative Diversity APPG’s new research on creative education,” said Professor Fiona Devine, Vice-President and Dean of the Faculty of Humanities at Swagֱ��. “Alongside our research on the subject, we are currently pioneering new approaches to creative education, including new BA and MA programmes in Creative and Cultural Industries and Digital Media, Culture and Society. As a result, the APPG’s work is important for Swagֱ��’s approach to widening participation in creative education.”

“This APPG report’s findings illuminate not just the challenges but also the opportunities that lie ahead. The underrepresentation of individuals from global majority backgrounds, the clear class crisis, and gender disparities highlight an urgent call to action,” said Chi Onwurah MP, Co-Chair of the APPG for Creative Diversity. “This report critically sets out ‘What Works’ to begin building a more equitable creative education system for those aged 16+ and to dismantling the obstacles facing the next generation of creative talent. If we are to remain a creative nation, systemic change is not just necessary but absolutely vital.”

For more information on this report, visit .

Children do better at school if their fathers read and play with them

Wed, 20 Sep 2023 17:08:43 +0100

Fathers can give their children an educational advantage at primary school by reading, drawing and playing with them, according to a new report published today.

Research including Professors Mark Elliot and Colette Fagan from Swagֱ�� found that children do better at primary school if their fathers regularly spend time with them on interactive engagement activities like reading, playing, telling stories, drawing and singing.

Analysing primary school test scores for five and seven year olds, the researchers used a representative sample of nearly 5,000 mother-father households in England from the Millennium Cohort Study, which collected data on children born from 2000-02 as they grew up.

According to the research - which was funded by the - fathers who regularly drew, played and read with their three-year-olds helped their children do better at school by age five. Dads being involved at age five also helped improve scores in Key Stage Assessments at age seven.

“Mothers still tend to assume the primary carer role and therefore tend to do the most childcare, but if fathers actively engage in childcare too, it significantly increases the likelihood of children getting better grades in primary school. This is why encouraging and supporting fathers to share childcare with the mother, from an early stage in the child’s life, is critical,” said Dr Helen Norman from The University of Leeds, who led the research.

Dads’ involvement impacted positively on their children’s school achievement regardless of the child’s gender, ethnicity, age in the school year and household income, according to the report.

There were different effects when mums and dads took part in the same activities – the data showed that mums had more of an impact on young children’s emotional and social behaviours than educational achievement.

The researchers recommend that dads carve out as much time as they can to engage in interactive activities with their children each week. For busy, working dads, even just ten minutes a day could potentially have educational benefits.

They also recommend that schools and early years education providers routinely take both parents' contact details (where possible) and develop strategies to engage fathers – and that Ofsted take explicit account of father-engagement in their inspections.

“This study shows that even small changes in what fathers do, and in how schools and early years settings engage with parents, can have a lasting impact on children's learning,” said Andrew Gwynne MP, Chair of the All-Party Parliamentary Group on Fatherhood. “It's absolutely crucial that that fathers aren't treated as an afterthought.”

#BeeWell survey of young people’s wellbeing returns for third year

Wed, 20 Sep 2023 14:18:05 +0100

The #BeeWell survey - designed as a gold standard survey for the measurement of adolescent wellbeing across England - has returned to Greater Swagֱ�� for a third year, as well as launching in Hampshire, the Isle of Wight, Portsmouth, and Southampton for the first time.

Over 300 secondary, special, independent schools, and alternative provision settings have signed up to participate in the 2023 #BeeWell survey, which will gather the views of young people on a range of topics including emotions, relationships, aspirations, and health.

Developed in response to a growing concern that the wellbeing of young people in the UK is among the lowest on the world, the #BeeWell programme is a collaboration between Swagֱ��, The Gregson Family Foundation and Anna Freud, who - together with the Greater Swagֱ�� Combined Authority (GMCA) - launched the programme in 2019.

The expansion into Hampshire, the Isle of Wight, Portsmouth, and Southampton for 2023 will help to identify issues affecting young people’s wellbeing across the local area, as well as enhancing understanding of the issues nationally.

Since the survey was first launched in 2021, the #BeeWell programme has heard from over 60,000 young people in Greater Swagֱ�� and inspired partners including the Duke of Edinburgh Award, Arts Council England and local VCSE organisations to improve wellbeing provision for young people. It has also provided opportunities for young people in Greater Swagֱ�� to gain new health qualifications, discuss survey findings with politicians, and even commission new wellbeing activities in their local communities.

The results of the 2023 survey will be shared with schools in January 2024, with an interactive data dashboard, the #BeeWell Neighbourhood Data Hive, going live on the #BeeWell website in April Participating schools, communities, voluntary sector organisations and young people themselves are among those who will be called on to act on the survey results and help bring about positive change to wellbeing provision for young people, both locally and nationally.

The survey window opened on Monday 18 September, coinciding with the start of #BeeWell Week. To celebrate the week and start a conversation with young people, a range of activities and resources have been designed by #BeeWell’s Coalition of Partners and Youth Steering Group and made available on the #BeeWell website. Activities include the #BeeWell Festival at Mayfield Depot in Swagֱ�� on Thursday 21 September, where young people from across the Greater Swagֱ�� city region can enjoy a range of wellbeing workshops, and sports activities.

"#BeeWell gives a voice to young people and highlights important issues that we’re facing in Greater Swagֱ�� like the previous survey finding that shows only 9 in every average classroom are getting enough sleep to concentrate in school," said Maria, a member of the #BeeWell Youth Steering Group. “I’m really looking forward to sharing my voice as part of this year's survey and encourage all year 10 students to do the same so that #BeeWell can act with us to create change.”

“We are excited to be working with partners to launch the third annual #BeeWell survey, especially this year as the programme is building on the success in Greater Swagֱ�� by expanding into Hampshire, Isle of Wight, Portsmouth and Southampton,” said Professor Jessica Deighton from The Anna Freud Centre. “We really look forward to hearing the voices of more young people across the country to understand more about what supports their wellbeing.”

“It is crucial that we hear directly from the young people themselves in conversations about their wellbeing,” said David Gregson from The Gregson Family Foundation. “I’m delighted that such a high proportion of schools have committed to taking part in the #BeeWell survey this autumn. The feedback young people share, will give weight to the debate about their wellbeing, informing how we collectively act to deliver improvements.”

For more information about the #BeeWell programme visit https://beewellprogramme.org or email beewell@manchester.ac.uk.

Tackling loneliness requires a new approach which addresses societal inequalities

Thu, 10 Aug 2023 07:00:00 +0100

A review into loneliness inequalities conducted by some of the UK’s leading scholars in the field has highlighted key social and societal factors that lead to loneliness inequalities.

Significantly, this departure from viewing loneliness as an individual problem to be treated by interventions such as befriending services or behavioural therapy suggests that loneliness could be improved by policy changes that reduce inequalities.

Policy makers and public services across the UK have placed considerable importance on tackling loneliness - however, to do this effectively, it is vital to understand inequalities in the experience of loneliness.

While loneliness is something anyone can experience, it is now clear that it doesn’t affect all members of society equally. Indeed, research evidence shows overwhelmingly that some groups are more likely to experience loneliness than others.

The review has been written for the Wales Centre for Public Policy by Professor Pam Qualter from Swagֱ��, Professor Manuela Barreto from The University of Exeter and Dr David Doyle from Amsterdam University Medical Center. It summarises evidence from Wales, the UK and around the world about which groups in society disproportionately experience loneliness – these include racially minoritised and LGBT+ groups, migrants, disabled people, those in poor physical or mental health, carers, unemployed people, and people living in poverty.

The review brings together new international evidence on the wider societal and structural factors which may contribute to loneliness inequalities – helping to explain why marginalised groups are disproportionately affected. Its key findings include:

Loneliness affects some groups in society more than others, especially those who face multiple forms of disadvantage
Differences from dominant society can lead to increased loneliness
Loneliness is often a fact of life for disabled people
Marginalised groups are more likely to experience social exclusion, bullying and discrimination which lead to poor psychological wellbeing and increased loneliness
Six societal conditions identified that increase loneliness disparities: community attitudes, public policies, demographic diversity, physical and social environment and area deprivation
Reducing social exclusion and valuing difference must play a key part in addressing loneliness inequalities – rather than focussing on individual deficits

“Understanding risk of loneliness in this way means that if we want to tackle it, we need to tackle the prejudices and structural factors that produce inequalities, and focus on the role that people, policy and public services play in making our societies and communities more equal. The good news is that policy makers and public services across Wales and beyond have placed considerable importance on tackling loneliness. This report provides new insight on what we need to do to achieve that goal.”

“The report highlights that loneliness is not equally distributed in the population, emerging more frequently among those who are marginalised” said Professor Manuela Barreto, the report’s lead author. “This social patterning of loneliness makes it clear that we need to go beyond a focus on individual deficits to understand how loneliness emerges.

“Relatedly, we need to complement solutions focused on addressing individual deficits, like psychological therapy and befriending services, with interventions that address deficits in communities, especially when it comes to ensure communities are genuinely inclusive.”

The Wales Centre for Public Policy will hold a discussion event in the autumn to hear the perspectives and insights of practitioners and lived experience experts in both loneliness and tackling inequalities in order to take the conversation to the next level and suggest some potential policy changes that could help tackle loneliness inequalities. Please email info@wcpp.org.uk if you wish to register for the event.

Experts call for teacher training changes to create more inclusive curriculum

Thu, 25 May 2023 12:09:12 +0100

A new briefing from Swagֱ��’s Centre on the Dynamics of Ethnicity (CoDE) and the Runnymede Trust has highlighted the need to use teacher training and Initial Teaching Education (ITE) to develop a more diverse and inclusive curriculum and methods of teaching.

Recent years have seen increasing calls to make schools across the UK more inclusive for students from minority ethnic backgrounds. Disproportionate school exclusions, low levels of Black and minority ethnic teachers, particularly at senior levels, and tensions regarding policing in schools are all at the forefront of these discussions.

Calls to expand the curriculum - particularly the History curriculum - have been core to national debate for decades, particularly since 2020, with teachers and students expressing dissatisfaction with what is currently being taught in British classrooms. While this debate has mainly focused on the ‘what’ of the history curriculum, there has been less discussion of the ‘how’, particularly how a more inclusive curriculum can be delivered in the classroom, and by whom.

While barriers for teachers in delivering more inclusive history curricula have long been recognised, there has been little focus on the crucial role of teacher educators and teacher training in this trajectory toward a more inclusive education system which works for all.

shows how Initial Teacher Education (ITE) provision is increasingly fragmented and marketised, and that there are a number of constraints in the teacher education space, including lack of time, ‘tick-box’ approaches to diversity work, gaps in trainers’ subject knowledge, and lack of Black and minority ethnic representation among teacher educators/trainee teachers.

In schools, significant constraints were identified including limited time for innovation, lack of training and guidance in teaching ‘difficult’ or ‘sensitive’ subjects, and the need for accredited, high-quality continuous professional development for all teachers.

The briefing makes a number of recommendations, including that:

● The Department for Education should establish formal structures of training and accreditation for ITE professionals and school-based mentors, including requirements for mandatory subject knowledge development and training on anti-racism, inclusion and diversity in pedagogy and curriculum development.
● The Teachers’ Standards (DfE, 2011a) should be updated to require training in, and demonstrated commitment to, anti-racism, inclusion and diversity in schools and curriculum.
● ITE providers should include mandatory training on anti-racism, inclusion and diversity in pedagogy and curriculum development for all trainee history teachers.
● ITE providers should expand opportunities for collaboration with history subject experts and improve access to (recent) scholarship, to support subject knowledge development around British histories of migration, empire and race for trainee teachers and school-based mentors.
● ITE providers should strengthen partnerships with schools and school-based mentors to enable collective consideration of curriculum issues and trainee recruitment. Alongside this, schools should improve resources (time and financial) for school-based mentors to engage with ongoing CPD and collaborative professional networks.
● Department for Education, ITE providers and school SLTs should refer to and draw on recent recommendations made by the Welsh government for improved workforce training and continuous professional development in support of the delivery of ‘diverse’ histories in Welsh schools.

Lesley Nelson-Addy, Education Manager at the Runnymede Trust, said: "History has typically been the discipline that leads the way on educational related change with regards to race and ethnicity, and so we look forward to seeing how the Government and other core stakeholders engage with and respond to the recommendations we have outlined. This is a vital briefing which highlights the, often forgotten, need to engage with the role teacher education plays in embedding an anti-racist approach to teaching history. This research makes clear that teacher educators are asking for support in this process, and so we hope this marks a point at which we can further engage with, and act on, questions around teacher training policy and practice."

Helen Snelson, Curriculum Area Leader PGCE History at the University of York, said: "As this research has discovered, history teacher educators are working to develop more inclusive curricula, teaching practices and pedagogies. This nuanced, evidence-based report is a very welcome focus on these efforts and the issues that are hindering more, and more rapid, progress. It will be incredibly useful to inform discussions at all levels as to how we can work together to develop more systemic, effective, informed and creative approaches to ensure a more diverse profession, curriculum and practice. Inaction is not an option in the context of a teacher recruitment crisis and the daily realities of teaching history in schools."

Swagֱ�� twins with Tokyo to offer joint research experience

Wed, 10 May 2023 11:56:17 +0100

The University’s and the Graduate School of Science, , are pleased to announce the launch of a dual award PhD programme which complements the wider agreement on academic cooperation between our two institutions.

Postgraduate researchers will be jointly selected and spend time in Swagֱ�� and Tokyo, benefiting from the expertise, facilities and infrastructure of two globally renowned institutions. The wider partnership activity will also see Swagֱ�� hosting postgraduate researchers from the University of Tokyo as part of the SPRING GX Programme.

Successful applicants to the programme will split their time between Swagֱ�� and Tokyo according to the project requirements as determined by the supervisors and the Joint Programme Board. The students will be awarded a degree from both institutions, based on a single research experience managed cooperatively by both institutions.

For the Graduate School of Science, University of Tokyo, Japan’s leading University, this represents their second dual award doctoral programme and the first with a UK partner. For Swagֱ��, this follows the highly successful launch of similar dual and joint PhD programmes with Tsinghua University, University of Melbourne, Indian Institute of Science, Indian Institute of Technology Kharagpur, and the University of Chile. As a core component of its international strategy, Swagֱ�� is entering into a small number of dual award PhD programmes with prestigious partner institutions around the world.

The dual award PhD programme was formally announced during a University of Swagֱ�� delegation visit to the University of Tokyo in April. The visit provided the opportunity for colleagues from the Faculty of Science and Engineering to engage with leading researchers from the University of Tokyo with a view to identifying opportunities for future collaboration. The UK Government has recently launched the International Science Partnerships Fund, for which Japan is a priority partner country, and will provide a funding mechanism to support UK-Japan collaboration.

The Dean of the School of Science, University of Tokyo, Professor Shinichi Ohkoshi, said: “Swagֱ�� is one of the UK's leading universities conducting world-class research, and it also has a global reputation for the strategic activities for the United Nations Sustainable Development Goals (SDGs). For the University of Tokyo, collaboration with such a university will be a great privilege from the viewpoints of both research and education. The School of Science, the University of Tokyo is very positive about launching the dual-degree program with Swagֱ�� and is planning to prepare a scholarship for students participating in the programme.”

Professor Stephen Flint, Associate Vice President International, Swagֱ��, added: “We are delighted to be launching this dual award PhD programme with the Graduate School of Science of the world famous University of Tokyo. In our experience, the co-supervision and co-responsibility for PhD students is a highly effective way of growing long-term research collaborations between academic colleagues and leads on to deeper levels of institutional partnership. The graduates from this programme will be highly trained, highly employable global citizens, at home in both Japan and the United Kingdom.”

The first PhD candidate for the new scheme has already been selected with lead supervision for the project being provided by Professor Shinichi Ohkoshi of the University of Tokyo and Professor Nicholas Chilton from Swagֱ��.

The new programme represents a significant development in consolidating the research links between our respective institutions. Data on co-authorship demonstrates that there is already a significant level of engagement between research groups and the new programme will support our aspirations to cement these links.

Parental help with schoolwork does little for children’s academic progress

Fri, 14 Apr 2023 11:56:22 +0100

The amount of time parents spend with their children contributes much less to their progress in school than the family’s social class, new research has shown.

The study found that the time parents spent helping children with maths, art and music had almost no effect on their school progress as rated by teachers. Instead, family class and income, and the parents’ educational level, were much more important.

Swagֱ��’s Lin Ding analysed data from the Millennium Cohort Study survey of over 8,000 children in the UK at the ages of seven and 11, recording their teachers’ assessment of their progress in maths and in creative subjects, and the amount of time parents spent with them on various activities.

Ms Ding found that parents’ time spent helping their children with maths, reading to them and going to libraries made children only a few percentage points more likely to be classed as above average or well above average by teachers. Going to bed at a regular time also helped the children slightly.

Parents’ time spent on musical or physical activities with children had no effect, she found.

However, having parents with degrees, or who were well-off or from a high socio-economic class approximately doubled the chance of their children being assessed as above average.

“The effect of various parenting activities is much less significant than parents’ class, income and educational level,” Ms Ding told the British Sociological Association’s annual conference in Swagֱ�� this week.

“Family income has a greater impact on children’s performance in core subjects than in creative subjects.

“The relative insignificance of parenting activities in these models may be due to the fact that high frequency of parenting activities does not necessarily equate to high quality parenting.

“The method and quality of parenting may be crucial. For example, parents from different social classes may all read to their children, but the selection of reading materials and the explanation that comes with reading may differ.

The data showed that for children aged seven:

• Parents’ help for their children’s schoolwork, reading to their children and going to libraries had a small positive effect, while musical and physical activities with children had no effect. Going to bed at a regular time was linked to better teachers’ assessment.
• At age seven, children who received daily help with maths from their parents had only a 1.8% increased chance of being assessed as ‘above average’ by their teachers.
• 39% of the children from the highest class families were rated above average in maths, compared with 21% of those whose parents were manual workers, the lowest of five classes used in the analysis. The relative difference was even greater for those in the ‘well above average’ class: 12% for children from the highest class and 4% for those from the lowest. The three intermediate classes showed results in-between the highest and lowest classes.
• The gap was slightly less when considering creative subjects such art and design, and music: 28% of the children from the highest class were rated above average, compared with 14% of those whose parents were manual workers.
• The figures were similar when comparing children with parents from the richest class and poorest class, and those with parents with degrees and those without qualifications. The data were also similar for children aged 11.
• When aged seven, children from the highest social class spent more time in libraries than those from the lowest class, and their parents read to them more often. But parents in the lowest class spent more time teaching their children maths, reading and writing.

Ms. Ding, who conducted this research as part of her PhD studies under the supervision of Professor Yaojun Li and Professor Andrew Miles, adjusted the data to compare people of the same gender, ethnicity and other factors in order to isolate the effects of parents’ class, income and education. She found that the effects of parents’ class, wealth and education far outweighed those of time parents spent with their children.

Persistent inequalities in young people’s wellbeing revealed by #BeeWell survey

Thu, 23 Mar 2023 14:20:41 +0000

The latest #BeeWell survey demonstrates that while the wellbeing of young people across Greater Swagֱ�� has remained stable over the past two years, girls and LGBTQ+ young people have again reported significantly lower levels of wellbeing.

Today (Thursday 23^rd March), Greater Swagֱ��’s #BeeWell programme has released findings from the survey of school pupils in Years 9 and 10 which took place in Autumn 2022.

#BeeWell measures the wellbeing of young people annually, and brings together various partners from across Greater Swagֱ�� who are committed to making young people’s wellbeing everybody’s business.

The programme originates from a collaboration between the Greater Swagֱ�� Combined Authority, University of Swagֱ��, the Anna Freud Centre and the Gregson Family Foundation.

The latest survey heard the voices of 35,000 young people from across the city-region, building on 38,000 responses in the previous year. Over 180 schools took part in #BeeWell over two years, showing immense support for young people’s wellbeing particularly following the Covid-19 pandemic.

The latest survey results reveal new and in-depth detail on the wellbeing of young people across the city-region. The four key headline findings developed with the #BeeWell Youth Steering Group are:

The inequalities identified in Year 1 of the #BeeWell data have persisted; girls are reporting significantly lower levels of wellbeing than boys, and LGBTQ+ young people have significantly lower wellbeing than their cisgender heterosexual peers. The data remains consistent when comparing two different cohorts of Year 10 pupils across the two years.
Wellbeing scores have declined slightly as young people have moved from Year 8 into Year 9. This is in line with wider research about how young people’s wellbeing declines as they get older.
As young people get older, they are less likely to feel like they get enough sleep to feel awake throughout the school day. 41.8% of Year 9 students report that they aren’t getting enough sleep to concentrate at school, which is around 9 young people in an average class of 22. This is compared to 36% of Year 8 pupils who said they do not get enough sleep in 2021.
There has been a decline in young people reporting that they have good places to spend free time. In 2021, 75.5% of young people in Year 8 agreed or strongly agreed that they had good places to spend free time, compared to 67.6% of those young people when they were surveyed again in Year 9 in 2022.

The #BeeWell survey results have overall remained consistent over the two years of the programme, meaning that there is an increased confidence on how accurate the findings are – as over 60,000 young people have told us their views.

In response to the findings, the #BeeWell Coalition of Partners and Greater Swagֱ�� schools have already begun to take action to respond to what young people across the city-region are telling us. This includes investment to support the wellbeing of LGBTQ+ young people, to encourage girls to get involved in physical activity, and the completion of a social prescribing and youth-led investment pilot in five neighbourhoods of Greater Swagֱ��.

With two successful years of Greater Swagֱ�� leading with the #BeeWell programme a second programme will be launched in Hampshire, The Isle of Wight, Portsmouth and Southampton (HIPS) from September 2023, in a new partnership with the four local authorities. The expansion of the programme marks the second Integrated Care System area to deliver the #BeeWell Programme and will help to establish any differences between different parts of the country. The programme is already being kickstarted in the region with the process of co-designing the local survey with young people already underway in 15 pathfinder schools.

Building on experiences and learning in Greater Swagֱ��, and national endorsements from the Fair Education Alliance and Times Education Commission, the new partnership with HIPS is the next step of #BeeWell's ambition to ensure that wellbeing is prioritised and measured consistently and rigorously in schools and communities in every corner of England by 2030.

“We have a 10-year plan to take #BeeWell to scale nationally and create a public policy agenda for young people that gives equal weight to wellbeing and attainment," Neil added. "The next step of this plan is our expansion to the Hampshire and Isle of Wight Integrated Care System area. This is critical to understanding local variation, issues of sustainability, scaling up, and synergy. The learning generated will inform the development of the #BeeWell model to ensure our approach can be embedded and sustained across wider geographies over time, as we seek to fulfil our mission of making young people’s wellbeing everybody’s business.”

"The #BeeWell surveys have facilitated a real breakthrough in conversations about young people’s health, wellbeing, and activity,” said Cllr Mark Hunter, Greater Swagֱ�� Portfolio Lead for Young People. "The results have helped to shape some important changes in Greater Swagֱ�� to support young people and their wellbeing. This year’s findings show that more action needs to be taken to tackle the inequalities in wellbeing between girls and boys, and with LGBTQ+ young people. The support of Greater Swagֱ��’s schools has been integral to #BeeWell, and in Year 2 shows how schools have used the survey results to make positive changes for their pupils. I am looking forward to Year 3 of the survey and the positive changes the results will initiate.”

“The #BeeWell data has enabled us to understand our community with greater focus - we are able to react strategically to areas of fragility and celebrate the strengths and feedback we gain from our young people," said Glyn Potts MBE DL, Headteacher at Saint John Henry Newman Catholic College in Oldham. “Put simply, it is the closest we have to a microscope into the minds of our young people and enables us to be reactive to their needs and a stronger community.”

“The Youth Steering Group weren’t surprised that there remain inequalities in young people’s wellbeing in Greater Swagֱ�� - unfortunately, it is what we see in school every day, particularly pressure on girls," said Ruby, a member of the #BeeWell Youth Steering Group. “It’s good that the data remained consistent – it means things aren’t getting worse and gives us hope that things can get better.”

"The Youth Steering Group would like to open a conversation about how difficult it is for young people to find the balance between your emotions and all the things you have to get done in a day before you can get enough sleep. There are a lot of expectations on young people with homework, revision, caring for ourselves as well as others, especially as you get older. We want to extend this conversation to include adults' wellbeing, too, as they set expectations for younger generations on managing everything that matters to our wellbeing.”

For more background on the #BeeWell project, visit .

MIE Academic selected for national policy scholarship programme

Wed, 25 Jan 2023 18:51:20 +0000

The Swagֱ�� Institute of Education (MIE) is delighted to recognise Dr Paul Armstrong who has been named as one of eight Reform Scholars for 2023. This inaugural programme is a new network for academics who are interested in exploring the public policy implications of their research. The programme aims to identify new thinking through research and the cutting edge of academia and bring it to bear against the complex policy challenges of the coming years.

Reform Scholars are rising stars: early-to-mid career academics whose research fits with Reform's overarching mission. Over the course of a year Scholars produce an impactful policy paper based on current research, which is then published by Reform and disseminated to their extensive network of senior decision-makers. Scholars are invited to participate in high-profile roundtables and workshops, and to provide input and peer-review for Reform's own ongoing research, including through membership of specific working groups.

Paul is a member and co-convenor of the Critical Education Leadership and Policy (CELP) Research and Scholarship Group in MIE and his current work is centred on investigating area based collaborations with schools and local authorities with the view to establishing a more socially just education system in England.

Young people’s wellbeing falls sharply after starting secondary school

Wed, 23 Nov 2022 08:30:00 +0000

Most young people in the UK experience a sharp decline in their wellbeing during their first years at secondary school regardless of their circumstances or background, according to new research published in the .

Academics from the Universities of Swagֱ�� and Cambridge analysed the wellbeing and self-esteem of more than 11,000 young people from across the UK, using data collected when they were 11 and again when they were 14.

While most adolescents were satisfied with life at age 11, the majority were extremely dissatisfied by age 14. By that age, the ‘subjective wellbeing’ scores of 79% of participants fell below what had been the average score for the entire group three years earlier.

The study also captured information about the adolescents’ satisfaction with specific aspects of their lives, such as schoolwork, personal appearance, family and friends - this suggested that the most dramatic downturns between 11 and 14 were probably related to school and relationships with peers.

It is widely accepted that young people’s wellbeing and mental health are influenced by factors such as economic circumstances and family life. The research shows that notwithstanding this, wellbeing tends to fall steeply and across the board during early adolescence.

That decline is probably linked to the transition to secondary school at age 11. The study identified that the aspects of wellbeing which changed in early adolescence were typically related to school and peer relationships, suggesting a close connection with shifts in these young people’s academic and social lives.

In addition, students with higher self-esteem at age 11 experienced a less significant drop in wellbeing at age 14, which indicates that structured efforts to strengthen adolescents’ self-esteem - particularly during the first years of secondary school - could mitigate the likely downturn in wellbeing and life satisfaction.

The researchers identify various ways in which schools could support this, suggesting that celebrating students’ achievements, underlining the value of things they had done well and avoiding negative comparisons with other students could all help.

Adolescents’ wellbeing , and in the UK, the Children’s Society has shown that 12% of young people aged 10 to 17 .

“Even though this was a large, diverse group of adolescents, we saw a consistent fall in wellbeing,” said Ioannis Katsantonis from the University of Cambridge. “One of the most striking aspects was the clear association with changes at school. It suggests we urgently need to do more to support students’ wellbeing at secondary schools across the UK.”

New project launches to combat inequalities in education

Mon, 31 Oct 2022 13:00:00 +0000

Swagֱ�� and Tutor Trust have joined forces to launch a new research-based social justice project which seeks to combat inequalities in education.

Over the next year, Tutor Trust - the award-winning tutoring organisation which provides academic support to disadvantaged young people - will carry out a series of seminars, surveys, training and research activities supported by the University.

Staff and volunteers will critically explore what is known about poverty locally and nationally, providing a better understanding of communities across the country, and will apply this knowledge to make changes to their organisational practice and policy.

The project is being led by Dr Carl Emery and Louisa Dawes from Swagֱ��, who have both previously been teachers in the city and have vast experience of working with a range of regional and national policymakers and practitioners.

Their specialist areas are poverty, power and place with an emphasis on mental health and the power of language in positioning inequalities.

Together, they run the programme which advocates a different response from schools and community organisations to addressing the needs of children and families living in poverty. Local Matters operates across the Northwest of England working with local authorities and governing bodies as well as with the National Education Union.

Dr Emery and Louisa Dawes believe the research will support the Trust in supporting the least advantaged young people. “Too often, policymakers and practitioners see poverty as having a simple beginning, middle and end - it is viewed as something that can be fixed if we all just 'do better',” they said.

“We are delighted to be launching this programme with Tutor Trust to use research to really explore what poverty looks like, and how we can respond to it.”

“This is a vital piece of research that will, we hope, make our tuition even more impactful and relevant to the communities and young people we serve,” said Tutor Trust Co-Founders Nick Bent and Abigail Shapiro. “We are excited to see how this latest project takes shape and what we learn from it – we think there is huge potential for it to have a positive impact both on our tuition and even more widely in education.”

Author and broadcaster Jeffrey Boakye joins Swagֱ��

Wed, 31 Aug 2022 00:00:00 +0100

Swagֱ�� is delighted to confirm the appointment of as a Senior Teaching Fellow in Swagֱ�� Institute of Education (MIE).

Originally from Brixton, Jeffrey has taught English to 11- to 18-year-olds since 2007. He is a high-profile , and whose most recent book, I Heard What You Said (2022), explores how racism in the classroom can be dismantled.

Jeffrey’s previous titles include Hold Tight: Black masculinity, millennials and the meaning of grime (2018) and Black, Listed: Black British culture explored (2019).

Within MIE, Jeffrey will offer guest lectures and seminars, and take on learning support roles that provide bespoke mentoring for individual students and trainee teachers.

Jeffrey has previously given keynote presentations for MIE conferences at which he encouraged students to express themselves throughout their future professional lives, to remain aware of the transformative power of education, to maintain their intellectual curiosity, and to challenge educational orthodoxy where appropriate.

Speaking as Head of Swagֱ�� Institute of Education, Professor Steven Jones said “This is an important appointment for the MIE community. In addition to a wealth of teaching experience, Jeffrey brings insight and challenge to a department that is always open to new ideas.

“His arrival will particularly benefit the 600 trainee teachers that we prepare every year for careers in teaching, and who mostly end up in the classrooms of Great Swagֱ�� schools.”

Study to examine effects of children’s life skills programme

Wed, 25 May 2022 08:00:00 +0100

Researchers based at Swagֱ�� are set to begin a study that will examine the effects of a school-based life skills programme after being awarded with £800k of funding by Norway’s Kavli Trust.

The study will examine whether Passport – skills for life - a mental health promotion programme developed to increase 9-11 years-old children’s coping skills which is widely used in primary schools around the world – is successful at promoting children’s ability to manage their emotions as a means to reduce distress, loneliness and bullying during the important transition between childhood to adolescence.

A research team led by Professors Neil Humphrey and Pamela Qualter will undertake a major trial of the programme in Greater Swagֱ��, involving 60 primary schools and over 2,000 children.

Among other things, they aim to find out whether it has a meaningful impact on children’s outcomes (and whether this is maintained over time), if some children benefit more than others from taking part, and whether it offers good value for money.

“In addition to answering the main research questions, the data we generate will also be used to enrich our understanding of the development of mental health in the period in which children become adolescents - for example, we will use it to assess relationships over time between bullying, loneliness, and wellbeing,” said study trial manager Dr Joao Santos.

“This study examines whether a school-based intervention can positively impact children’s mental health, and I am particularly enthused by the focus on the role of loneliness, and how that links to mental health outcomes and change - that focus has been missing from previous intervention work”, added Professor Pamela Qualter.

"Kavli Trust has provided us with a wonderful opportunity to assess the impact of a promising school-based intervention on children’s mental health,” added Dr Joao Santos. “By implementing robust theoretical, methodological, and analytical principles in the assessment of this school-based intervention, we hope to make an important and accurate contribution to the field.”

“I look forward to seeing the impact this research will have on all participating agents, particularly given the increasing need to improve children’s mental health and wellbeing.”

“Kavli Trust is pleased to announce this grant award to Professor Joao Santos and his research team”, said General Manager of Kavli Trust, Inger Elise Iversen. “So far the results reported in practice-based knowledge and evaluations of the Passport programme are very good. We look forward to contributing to further evidence based knowledge about the impact of the programme, and to get to know more about how and why it works”, said Iversen.

Pandemic has made young people more depressed, research finds

Wed, 18 May 2022 11:11:05 +0100

A new study measuring the impact of COVID-19 on the wellbeing and mental health of adolescents has found that the pandemic has made them more depressed and less satisfied with their lives.

Despite widespread concern about the impact of COVID-19 on adolescent mental health, little research has been done before now which could attribute any changes directly to the pandemic - the study aimed to address this gap in knowledge.

Researchers from Swagֱ��, University College London, University of Dundee and the Anna Freud Centre surveyed thousands of school pupils aged 11-15 about their mental health before the pandemic, and followed up with them afterwards.

Online surveys were completed by the young people which asked them to identify with phrases including “I feel lonely”, “I hit out when I’m angry” and “my life is going well”.

They found that depressive symptoms were higher and life satisfaction scores lower in the young people surveyed midway through the pandemic, compared to the scores of those surveyed before the pandemic started.

Had the COVID-19 pandemic not occurred, the researchers estimate that there would be 6% fewer adolescents reporting high depressive symptoms

Analysis of the impacts also suggested that the negative impact of the COVID-19 pandemic on adolescent mental health may have been greater for females than males - the findings indicated that females exposed to the pandemic exhibited greater depressive symptoms, behavioural issues and lower wellbeing.

The paper is available to view in .

Tackling the lack of diversity in energy research

Mon, 28 Mar 2022 15:06:40 +0100

Swagֱ�� is part of a new £1.25M project working to develop a more diverse energy research community, ensuring energy research draws upon the expertise of academics from all backgrounds.

Funded by an EDI Network+ grant from the (EPSRC), the (IGNITE+ Network) research project will bring together eight University partners to critically evaluate stages in the career pathways of energy researchers, identifying and challenging systemic inequities.

Dr Jessica Gagnon, Lecturer in the Swagֱ�� Institute of Education, will lead on the ‘See Yourself in Energy’ initiative, designed to inspire the next generation of researchers in STEM. Working with Education partners across Greater Swagֱ��, Dr Gagnon will be recruiting energy researchers at a variety of career stages to share their area of energy research expertise to pupils in Key Stages 2 and 3.

Dr Gagnon will evaluate how young people’s interactions with energy researcher role models affects their aspirations of becoming future energy scientists and engineers and the impact the project has on the role models and partners involved.

The initiative will build on the successful pilot intervention that was funded by and organised by STEM Equals, in collaboration with Glasgow Life/Glasgow public libraries, three local secondary schools and the Glasgow Science Centre.

Alongside the evaluation work, the IGNITE Network+ team will be working to support energy researchers from disadvantaged and underrepresented backgrounds through organisational interventions, mentorship, advice and advocacy.

Initiatives arising from consultation with the research community will be a key component of the network, with 40% of the funding allocated to flexible funding calls to address energy research challenges, and fund initiatives in support of Equality, Diversity and Inclusion.

Principal Investigator, Professor Rebecca Lunn from the Department of Civil and Environmental Engineering at Strathclyde said: “There is a real lack of diversity in energy research which stems not from a lack of interest, talent or ambition in underrepresented individuals, but from systemic inequalities in UK systems and institutions.

“IGNITE Network+ will focus on transforming diversity by critically evaluating systemic inequalities at each stage in the career pathways of energy researchers. We will design and implement initiatives to remove barriers to success for underrepresented individuals and monitor the performance of these initiatives.”

The project work will be complemented by separate research carried out by Professor Simone Abram at Durham University, a Director in the , also funded by EPSRC. The EDI+ national fellowship scheme will address key challenges and equip a cohort of researchers and their organisations to make lasting changes towards a diverse, equitable, inclusive and accessible research community.

Youth-led #BeeWell uncovers major insights into young people’s experiences across Greater Swagֱ��

Fri, 18 Mar 2022 10:29:00 +0000

#BeeWell survey of young people’s wellbeing receives almost 40,000 responses from across Greater Swagֱ��
Survey co-designed with young people to reflect their needs and aspirations
4 in 5 young people say they feel they belong at school, with around two thirds involved in sport outside of school at least once a week
Gaps reported in wellbeing scores between girls and boys, while young people identifying as LGBTQ+ reporting higher levels of stress and emotional difficulties
Responses will be used to inform new social prescribing pilot in Greater Swagֱ��, with youth-led funding pots of £20,000 to support health and wellbeing activities

Young people across Greater Swagֱ�� have places to spend their free time and feel they belong at their school, according to the results of a survey released today.

Greater Swagֱ��’s #BeeWell programme, which focuses on young people’s wellbeing, carried out the biggest survey of its kind in the country in Autumn 2021. More than 160 schools took part in the initiative in its first year, in an enormous region-wide push to support young people’s wellbeing – led by young people themselves.

Young people co-designed the #BeeWell survey, launched it in schools, and have worked with researchers to identify key findings and priority areas of research. The survey received just shy of 40,000 responses, representing approximately 60% of all young people in Year 8 and Year 10 in the city region.

Key Findings

Analysis by the University of Swagֱ�� has shown that:
Wellbeing metrics for Greater Swagֱ�� young people seem consistent with what we know from other large studies nationally, from life satisfaction to mental wellbeing to emotional difficulties.
There are noteworthy gaps in wellbeing scores between males and females, with girls reporting lower wellbeing than boys. There are also sizeable inequalities for young people who identify as LGBTQ+, who on average report higher levels of stress and emotional difficulties.
The majority of young people say they have things to do and places to go. 73% reported they can almost always/often do what they like in their free time, and 70% agreed/strongly agreed that they have places to go to spend free time in their local area. 4 in 5 young people also feel that they belong at their school.
Physical activity levels appear to have fallen following the pandemic, with only 1 in 3 young people reaching the recommended levels of physical activity set by the Government’s Chief Medical Officer.
Despite this, a large majority of young people (67%) are still getting involved in sport outside of school at least once a week, and 4 in 5 young people feel they have good, very good or excellent physical health.
This World Sleep Day, the #BeeWell study can also reveal that 40% of young people say they do not normally get enough sleep to feel awake and concentrate on schoolwork during the day. The average time spent on social media per day is 4.4 hours a day.

These findings are already informing activity across Greater Swagֱ��, with schools, voluntary sector organisations and children’s services working closely with young people to interpret and act on the results. This includes a new social prescribing pilot in five neighbourhoods in response to the #BeeWell data. Young people in participating neighbourhoods will have access to £20,000 commissioning pots to spend on mental health and wellbeing activities in their local area.

Young people will continue to lead the conversation around mental health and wellbeing. Reform Radio are launching a monthly radio show with young artists to explore the key themes emerging from the survey. Young people at Young Swagֱ�� will oversee a commissioning budget for campaigns and activities in their local area. Pupils will support the University of Swagֱ�� to identify future research priorities within the dataset.

The Politics Project will run borough-wide conversations between pupils and local politicians in the summer term to explore the data and decide on how they will respond collectively. The Greater Swagֱ�� Strategy will use #BeeWell to ensure the city region is delivering positive change in all its communities, with young people’s wellbeing at the front and centre.

Professor Neil Humphrey, academic lead for #BeeWell at the University of Swagֱ��, said: “The #BeeWell research team is delighted to begin reporting the initial findings of our first annual survey. The young people of Greater Swagֱ�� have spoken. The crucial next step is for the system to respond to what they have told us with the kinds of support that young people want and need, supported by professionals and their local communities. This is just the start of the research we will be able to carry out with the dataset and we will work closely with young people and partners to maximise its impact.”

Councillor Eamonn O’Brien, portfolio lead for young people in Greater Swagֱ��, said: “This is an exciting moment for Greater Swagֱ�� as we celebrate and learn from the first year of findings of the #BeeWell survey. There are brilliant strengths emerging throughout the city region that are a testament to our schools and our communities. There are also clear opportunities to act together, with young people leading the way, to improve our support for their mental health and wellbeing.”

Mayor of Greater Swagֱ�� Andy Burnham said: “If we want young people in Greater Swagֱ�� to get on and succeed, it’s vital that we listen to them about what they want from the support and opportunities that are out there. The idea behind #BeeWell – the biggest survey of its kind in the country – was to work with young people to create something that would give us a genuine insight into how they experience life growing up in our city-region. There is good news here, with positive feelings about belonging at school and physical health.

“Clearly, though, this survey has uncovered things that need to be addressed. Young people were hit hard during the pandemic, which exposed the deep inequalities that still exist in our communities. What’s important now is that, working with our partners across Greater Swagֱ��, we use these findings to make sure that our young people get the support they need to thrive.”

Meera Saravanan, #BeeWell Youth Advisor, said: “#BeeWell has given a voice to the young people of Greater Swagֱ�� after they have long been neglected from conversations surrounding mental health and well-being. It is exciting that young people will be at the heart of the decision-making process to ensure that support and education is available to everyone, all whilst making sure we continue to celebrate our schools, communities and our well-being!"

Janice Allen, Headteacher at Falinge Park High School, said: “This is a moment to recognise that schools have been there for children throughout the pandemic and will continue to be there. It is immensely difficult in schools at the moment as we start to see the impact of Covid-19, but through #BeeWell we can make sure that mental health and wellbeing are at the forefront of what we do. The challenge is to now seize this opportunity together.”

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For all information and interview opportunities, contact beewell@manchester.ac.uk

More research needed into negative effects of loneliness, say experts

Thu, 17 Feb 2022 10:18:34 +0000

A new report has highlighted where more research is needed into the negative effects of loneliness on the UK’s population.

Experts from The Universities of Swagֱ�� and Exeter joined forces to create the report, which was commissioned by the Department for Digital, Culture, Media and Sport (DCMS). Led by Swagֱ��’s Professor Pamela Qualter, the authors hope to provide non-specialists with an informed overview of where evidence is lacking in the field of loneliness research.

The report has identified what makes people particularly vulnerable to loneliness and its negative effects, how loneliness changes over time, and what makes effective interventions for those reporting loneliness at different ages.

Mid-life loneliness – research is needed to address the significant gap in knowledge about loneliness in mid-life (25-60 years), in order to understand how loneliness becomes chronic and what life events may cause it

Social stigma – a better understanding is needed of the link between social stigma and loneliness, including how loneliness is manifested in marginalised groups and their social networks, the structural factors that can impact loneliness, and how interventions can cause more stigma and alienation

Societal culture - we need to delve more into what aspects of culture are relevant to loneliness, how loneliness is experienced in different cultural groups and what places people from different cultural groups at risk of loneliness and its negative effects

Mental health - although the link between loneliness and poor mental health is clear, there is little evidence for this in certain groups (e.g., men, middle aged adults, marginalised groups) and significant gaps in knowledge about what causes it

Place and context - we need to know a lot more about how where we live and work facilitates social connections, both more generally and for specific communities. Many of these factors are very amenable to intervention

Workplace - knowledge about how work impacts loneliness is still very scarce, but more is needed. This includes evidence about how improved links between work organisations and local communities can help both feel more connected.

The economic case - we need improved methods to truly understand how loneliness affects the economy, both broadly and locally, across time, and how this compares to other factors.

Effectiveness of interventions - more robust research is needed to improve our understanding of what effective interventions should look like and how they can be adjusted to the needs of specific populations

The report highlights the need for more and better research on the topic of loneliness so that we can understand the factors that increase or alleviate loneliness for specific populations. In addition to needing policy makers to make funding available for this research, the report also highlights that some of the factors that increase or alleviate loneliness are structural and can be addressed only by policy, legislation, and improved services.

“Loneliness is experienced as very personal, which often means that each of us thinks we know exactly what it is, what it is caused by and what effects it has, which might lead funders and policy makers to think that we already know everything we need to know about this,” said fellow author Professor Manuela Barreto from the University of Exeter. “This is not correct, however. This report makes it clear that we still need to carry out quite a lot of research to be well equipped to develop and support interventions that improve connection and or reduce the negative effects of loneliness.”

To read the report, visit .

MEd Psychology of Education re-accredited by the British Psychological Society

Wed, 15 Dec 2021 13:47:04 +0000

The recently visited the to assess the MEd Psychology of Education programme and we are delighted to announce that the BPS recommended the programme retains the Society’s accreditation. In addition, the review team highlighted two areas worthy of commendations.

This excellent outcome is the result of the hard work of the programme director and the programme team. Dr MacQuarrie said:

"We are delighted with the outcome of the BPS accreditation process. The visiting team recognised that research informed knowledge forms the basis of teaching and learning and the applied nature of the qualification foregrounds the value of such knowledge to communities and audiences across psychology and education

"Particularly pleasing are the commendations that celebrate enhancements on the programme I have led and introduced in recent years. Receiving one commendation is fantastic and being awarded two is remarkable and reflects exceptional features of provision across the MEd.

"The first commendation refers to the innovative forms of assessment applied to issues and real world research that provides students with both depth and breadth of assessment opportunities.

"The second commendation refers to the enhanced elements of the dissertation noted as extending the reach of what students learn. I am particularly enthused by the second commendation. This is work I lead that is being referred to (commonly labelled as the Display Project - Developing and disseminating student projects with lay audiences) and is being picked up in other programmes in MIE."

The British Psychological Society-accredited MEd has been designed to prepare students for careers involving psychology by providing a strong grounding in psychology as applied to educational contexts.

For more details on the programme, please visit the M.Ed Psychology of Education programme page.

City and United footballers support young people’s mental health and wellbeing through the #BeeWell programme

Mon, 22 Nov 2021 10:51:39 +0000

Greater Swagֱ��’s #BeeWell programme has now seen more than 20,000 wellbeing surveys completed by young people across the city region.

Excitement surrounding the wellbeing programme is increasing with Swagֱ�� City’s , Swagֱ�� United’s and giving the programme their support and calling on as many young people to take part as possible by December 3^rd.

#BeeWell is a collaboration between the University of Swagֱ��, the Anna Freud Centre and the Greater Swagֱ�� Combined Authority to survey young people’s wellbeing and bring about positive change with the results.

More than 200 secondary schools across Greater Swagֱ�� have agreed to take part in the programme, including more than 90% of mainstream schools in the city region.

The survey was co-created by 150 young people and quality assured by academics. With two weeks remaining for schools to take part, it is already set to be the UK’s biggest survey of young people of its kind.

Using the results of the survey, #BeeWell will work with partners across the city region, from sports clubs to arts organisations to the voluntary and community sector, to create opportunities to focus on and improve young people’s wellbeing.

Andy Burnham, Mayor of Greater Swagֱ��, said: “I’m delighted to see that so many young people have engaged with our ground-breaking #BeeWell survey which remains open for another two weeks. Whether you think Greater Swagֱ�� is red or blue, we will make sure that all our young people’s voices are heard and acted on. Together we will work with young people to celebrate and improve their wellbeing across all of our communities.”

Janice Allen, Head Teacher at Falinge Park High School, said: “Listening to the voices of young people is vital to help shape our future policy and practice. Addressing how we can support mental health is not just something we should do coming out of the pandemic. This is why the #Beewell work provides us with an opportunity to be committed over the next couple of years to acting, not just talking, about children and young people's mental health and wellbeing."

David Gregson, Chair of the #BeeWell Advisory Board, said: “I’d like to thank all the schools, charities, businesses, sports and cultural organisations, researchers and policy makers across Greater Swagֱ�� for coming together in support of young people across the city region. Only by measuring wellbeing consistently, and listening to the voices of all young people wherever they are, can we make their wellbeing everyone’s business.”

An open letter to the Government to help tackle the UK’s engineering skills shortage

Wed, 17 Nov 2021 10:37:23 +0000

Professor Danielle George, Swagֱ��’s Professor of Radio Frequency Engineering, Associate Vice-President for Teaching, Learn and Students has today joined forces with over 150 world-leading engineers, scientists and technology giants to urge the Government to help tackle the UK’s engineering skills shortage by embedding engineering into current primary school learning and support #EngineeringKidsFutures.

Professor Danielle George MBE, Immediate Past President of the (IET) and #EngineeringKidsFutures ambassador, has sent an open letter to the Prime Minister signed by more than 150 others including; Major Tim Peake, Carol Vorderman MBE, will.i.am, and representatives from Rolls Royce, Vodafone and the MOD, to appeal to the Government to work together with educators and industry to develop practical support for teachers of our youngest children and embed engineering in their existing science, technology, engineering and maths (STEM) learning.

Children eagerly learn about science and maths, but the connection to engineering - the link between these subjects, their purpose and application to the world in which we live - is not currently being made. We need to ensure there are clearer learning outcomes for these subjects linked to engineering.

It’s vital that the Government joins this campaign and commits to securing our future as a nation of innovators. Innovators whose skills will be more crucial than ever in the coming decades as we tackle the global challenges posed by achieving net zero and meeting our COP26 pledges.

Reports from the IET this summer estimate a shortfall of over 173,000 workers in the STEM sector: an average of 10 unfilled roles per business in the UK. What is more, the Institution’s latest Skills Survey identifies that half (49%) of engineering businesses are experiencing difficulties in the skills available to them when trying to recruit.

However, this challenge has not appeared overnight. It is a growing issue that the IET has tracked for the last 15 years – longer than the time it takes for a primary aged-child to complete their education. Future skills need addressing now.

The solution? Simply embed engineering into primary school learning to help bridge the growing skills gap within UK workforces and support #EngineeringKidsFutures.

Professor Danielle George MBE, Immediate Past President, the IET and Engineering Kids’ Futures ambassador, commented of the campaign: “To ‘build back better’ and fully embrace the ‘green industrial revolution’ promised by the government it is essential to start with solid foundations. By adding more focus on misunderstood terms like engineering and technology, where we know there is a perception problem, it will help young people from all backgrounds learn vital engineering and tech skills early on and increase their career aspirations.

“We propose collaboration between the Government, STEM education supporters, academia, and industry to provide teachers with the tools to showcase that science, design & technology and maths have vital elements of engineering within them and proactively encourage the teaching of engineering in our primary schools.

“This focus and support for schools is fundamental if we want to futureproof the next generation of engineers. And these benefits extend far beyond the classroom – from higher earnings to better job satisfaction, our research shows that those in STEM careers can hit life goals such as financial independence much sooner than their peers.”

Together with representatives from world leading institutions – including The Engineering Council, WISE, Engineering Development Trust, and Engineering in Motion amongst others – and STEM pioneers the IET has signed an open letter to government calling for Engineering Kids’ Futures to be formally introduced into schools by the next academic year (in 2022). This letter has also been signed by leaders at many of the UK’s leading engineering and technology employers – including Rolls Royce, Thames Water and EON.

Find out more about the Engineering Kids’ Future campaign and how you can get involved via the IET website:

Swagֱ�� Institute of Education statement on the Initial Teacher Training Market Review Report

Wed, 21 Jul 2021 11:05:58 +0100

The past two years have presented Initial Teacher Training (ITT) partnerships with unprecedented challenges, and we have worked collaboratively to continue to secure positive outcomes for our trainee teachers and to ensure future teacher supply for our region.

At a time when we should be celebrating our enormous successes and achievements, however, we are faced with the report of the Expert Advisory Group (EAG) of the Initial Teacher Training (ITT) Market Review; the consultation period of which takes place during the summer vacation period.

Many people involved in the training of new teachers have expressed deep concerns about the recommendations of the Review’s report and Swagֱ�� Institute of Education (MIE) stands by the sector’s concerns. There is little evidence as to why this review was deemed necessary; prior to the Market Review, Ofsted judged every single teacher education partnership as ‘good’ or better.

Initial Teacher Education (ITT) at the University of Swagֱ�� has a successful history, dating right back to 1858 when Her Majesty’s Inspectorate suggested that Owens College should offer courses for intending teachers in elementary schools. As such, it is believed that Swagֱ�� established one of the first teacher education programmes within a university and the strong moral purpose of equity and tackling disadvantage through teacher education is embedded in our history. ITT at Swagֱ�� Institute of Education (MIE) exists within a research- and evidence-based critical environment that draws on expertise from across the institute and has a direct impact on the schools within our partnership and beyond.

We have an excellent track record with regard to ITE provision and are well equipped to continue to develop programmes that meet the diverse needs of our trainees and partnerships. We have established strong and mutually beneficial partnerships with schools in the Greater Swagֱ�� region and beyond, with over 300 schools involved in training each year. A significant percentage of the schools have been in partnership with us for extended periods of time, with the breadth of the partnership schools ranging from small, rural schools to large city centre community schools.

Opportunities within the wide range of diverse partnerships mean that trainees have opportunities to learn about special educational needs and disabilities, English as an additional language, Early years foundation stage and other key experiences. Over the years, thousands of our trainees have gone on to secure employment within the region,

Whilst we support the desire for the consistency of excellent standards across all ITT programmes, we are concerned that the Market Review proposes moving to a single, potentially homogenous national approach to curriculum, delivery and assessment of ITT. This would undermine some of the fundamental aspects of our high-quality teacher training provision; in particular the:

ability for us to develop a PGCE Curriculum that responds to local and trainee teacher needs and aligns with the vision and values of the University;
ability to work collaboratively within our partnership to devise appropriate models of professional placements;
research and enquiry based dimensions of our programmes, which provide trainees with a curriculum that exceeds the minimum, as described by the core content framework, and facilitates opportunities for trainee choice and the development of teacher agency;

Our vision of ITE is ‘empowering future generations’. In order for this vision to become a reality, we cannot afford to have our autonomy compromised when it comes to preparing teachers for the classroom, nor do we want to accept a more marginalised role for HEI’s in providing training.

The Swagֱ�� Institute of Education will robustly engage with the consultation of the Market Review of ITT and continue to work alongside local schools to meet their needs, the needs of our trainees and the needs of the teaching profession more widely. Given that there is no evidence regarding poor quality ITT provision, as determined by the Government’s own benchmarks, we recommend that the Government immediately halt consideration of the Review’s recommendations.

Professor Steve Jones, Head of Swagֱ�� Institute of Education
Dr Lisa Murtagh, Head of ITE, Swagֱ�� Institute of Education

Swagֱ�� Institute of Education (MIE) hosts climate crisis conference for teachers

Fri, 08 Jan 2021 15:16:00 +0000

On Thursday 7 January 2020, Swagֱ��'s Institute of Education (MIE) hosted the online PGCE Generation Readied by Environmental Education Now (GREEN) Conference, designed to open up discussions on how schools and colleges can take environmental action and enable teachers to develop educational responses to the climate crisis.

Bringing together current and trainee teachers, Initial Teacher Education (ITE) educators, and representatives from environmental organisations in Greater Swagֱ�� such as Swagֱ�� Environmental Education Network, the day began with a keynote speech from Kevin Anderson, one of the UK’s leading climate change scientists and Professor of Energy and Climate Change at Swagֱ��.

Afterwards, delegates were invited to join a series of workshops designed to empower them with the skills to introduce environmental education into their teaching and provide ideas on reducing the carbon footprint and enhancing nature in their school, college or organisation.

The conference was a collaboration between PGCE trainees, alumni and staff from MIE and Teach the Future; a campaign led by school students working to ensure that education and action on climate emergency and ecological crisis are a key part of the education system.

The idea to run a conference initially developed from a group of MIE trainee teachers whose pupils were demanding a curriculum which acknowledges the unprecedented challenge of the climate crisis and provides opportunities for engagement, activism and action.

Dr Andrew Howes, Director of PGCE in MIE, said: “This conference was a significant step for initial teacher education at the University of Swagֱ��.

"It represents a powerful challenge by young people to accepted thinking and practice in schools and in teacher education.

"So we are following the lead of trainee teachers and young people in pushing for a curriculum fit for the challenge of the climate crisis, and teacher education programmes which enable new teachers, mentors, and partners in schools to develop forward-looking educational responses to the climate and environmental crisis.”

The MIE and Teach the Future are continuing to work together with teachers and trainees, and with local and regional organisations, to promote actions and learning in schools focused on reducing carbon and increasing attention to the natural world.

Three is the magic number for Swagֱ�� academics at Teaching Excellence Awards

Thu, 06 Aug 2020 10:15:00 +0100

Three University of Swagֱ�� academics have been recognised for their “outstanding” work at this year’s Advance HE Teaching Excellence Awards for Higher Education.

Professor Jackie Carter and Drs Senathirajah Ariyaratnam and Bhuvaneswari Krishnamoorthy have all been named National Teaching Fellows (NTF). The NTF scheme celebrates and recognises individuals who have made an exceptional impact on student outcomes and the teaching profession in higher education.

This year is the 20^th anniversary of the scheme and just 56 fellows from Universities nationwide have been named. Each institution is limited to just three nominations with all of Swagֱ��’s contenders winning the award this year making it a full house. It is the first time this has ever happened for the University.

Prof Carter (below) is a Professor of Statistical Literacy in the School of Social Sciences. She says one of her major accomplishments is developing a living-wage paid work-placement programme.

The scheme sees students undertake a two-month long summer internship in a host of major organisations. These range from local and national government departments to media organisations (BBC, The Times), and even the World Bank. The programme has seen 250 social science and humanities undergraduates benefitting in just six years.

Prof Carter says she passionately believes that we learn skills through practising them, and that applied social research can be undertaken by undergraduates, given the chance. Today she is empowering her own students to become critical data consumers and well-informed citizens.

Dr Senathirajah Ariyaratnam (below) is a clinical Senior Lecturer and Academic Lead for the Oral Medicine Teaching and Learning Programme at the University. He has 40 years of national and international teaching and clinical experience.

He is an internationally renowned teacher with special interests in developing innovative curriculum, student-led course models, exploring service learning based pedagogies to integrate social responsibility in mainstream teaching and learning and globalising the innovations.

Through his Humanising Dentistry initiative Dr Ariyaratnam has successfully integrated the service learning pedagogy throughout the curriculum which resulted in combatting dental health inequalities in hard to reach communities, both nationally and globally, whilst producing socially responsible graduates.

Dr Bhuvaneswari Krishnamoorthy (below) is a postdoctoral, National Institute of Health Research Fellow working across the University of Swagֱ��, Edge Hill University and the Swagֱ�� Foundation Trust hospital to bridge the gap between clinical teaching and academic research. She is also the President of Association of Cardiothoracic Surgical Care Practitioner, National Education Chair for the Royal College of Surgeons Edinburgh (Speciality advisory group for cardiothoracic surgery and Education Committee) and Society of Cardiothoracic Surgeons for all Nurses and Allied Health Professionals in GB.

She says working across three organisations has taught her a lot about the ethos of different types of learners, cultural differences, and different teaching environments. Dr Krishnamoorthy has taught more than 1500 students globally and says her vision is to promote inter-professional teaching in multidisciplinary teams which translates to creating better practice.

The University's was also nominated for the Collaborative Award in Teaching Excellence (CATE) prize in recognition for its work in the local community. The Hub, which is based in the , is the home of a range of projects based at University that are making a real change in the community, such as and Dementia Law Clinic.

Vice-President for , Professor April McMahon, said: “First and foremost I’d like to congratulate all our individual winners for their outstanding work. Their teaching practice shows flair, passion and commitment to students, and this prestigious award is a testament to their dedication.

“For our University to have not one, but three National Teaching Fellows in a single year, and from such diverse discipline areas, demonstrates the strength, depth and innovation of our teaching and learning provision here at Swagֱ��. It really is something special to celebrate.”

Alison Johns, Advance HE CEO, said: “I am sure I am joined by the entire sector in congratulating the 2020 NTFS and CATE awardees. All of the winners should be extremely proud of their achievement of what are prestigious, national teaching awards. Their work epitomises the outstanding commitment to teaching in the UK higher education sector, which this year has been more demanding than ever before. Well done to each and every one of them.”

PGCE trainee does the maths with Social Responsibility award win

Thu, 02 Jul 2020 09:41:33 +0100

Due to the mass school closures during the COVID-19 pandemic, it’s been a challenging year for our PGCE Programmes with trainee placements being curtailed. However, rather than be discouraged, we’ve seen our trainee teachers step up to the challenge, with many working with their placement schools to provide remote support for pupils.

The innovative response from our trainees has particularly come to light through the nominations for this year’s PGCE Programme Social Responsibility Award, designed to highlight those trainees who have gone above and beyond in their commitment to our social responsibility values.

Najma Mohamed was selected as this year’s winner for her tireless efforts to support both her students and community throughout her training year. Inspired by the success of her , Najma took to social media platforms to share her passion for mathematics and set up her own website , with the aim of sharing her experience and encouraging students within her own community. As a BAME individual, Najma was particularly keen to inspire other BAME students and help them overcome adversity.

In addition to her online work and placement requirements, Najma set up a and collection after recognizing the number of families that were going hungry within her community, raising over £1,000. Najma has truly proven herself to be an exceptional trainee and a credit to our PGCE Programme.

, Head of ITE and SEED Associate Director for Coaching and Mentoring from the Swagֱ�� Institute of Education said: "Najma was nominated by a number of her peers for her commitment to social responsibility, as she has been very passionate about helping those that are less fortunate around her.

"As a BAME individual herself she recognises the huge education gap between BAME students and other students especially within her own community in Swagֱ��.

"I have been struck by Najma’s sense of kindness, warmth and her sense of community - she is an exceptional trainee."

Great Science Share brings science investigations into homes

Fri, 22 May 2020 12:03:00 +0100

Tens of thousands of young people, parents, teachers and carers are participating in a mass programme of scientific discovery and communication across the UK while access to schools is limited.

This year’s (GSSfS) campaign has registered over 45,000 young people during the UK’s COVID-19 lockdown to share their scientific questions and home investigations on things they’re curious about.

The national campaign designed and led by Swagֱ�� to inspire 5-14 year olds from across the UK and overseas to share the science that they’re most interested in with new audiences. This year’s campaign has seen registrations double since the COVID-19 lockdown began in the UK.

A swift move to take the campaign fully on-line has seen weekly themes linked to and celebratory days – such as International Dawn Chorus Day, World Ocean’s Day and the Royal Astronomical Society’s 200^th Birthday. Each week inspirational live science lessons and activities have encouraged question asking and sharing via social media. The response has kept Twitter alive with posts that are now shared on the Great Science Showcase Blogs.

52% of registrations for GSSfS come from teachers or parents engaging young people from areas with the highest social disadvantage in the country. This is helping to narrow the opportunity gap in traditional learning and participation being experienced currently across much of the world. A recent Sutton Trust report states that 23% of pupils are reported to be taking part in live and recorded curriculum-led lessons online every day. However, pupils from middle class homes are much more likely to do so (30%), compared to working class pupils (16%).

Dr Lynne Bianchi, Director of (Science & Engineering Education Research and Innovation Hub) said: “You can really feel the enthusiasm that people are showing in getting involved with the Great Science Share which has enabled thousands of disadvantaged young people to engage in hands-on and minds-on science learning wherever they are. The involvement of families this year is a real bonus. ”

The annual award-winning event has attracted major industry partners keen on encouraging the next generation of science and engineering superstars.

Dr Geoff Mackey, BASF Corporate Affairs & Sustainability Director, says: “To create a strong, bright future we have to encourage young people to be full of questions, creativity and innovative thought, the Great Science Share for Schools is a fantastic example of an evolving and growing initiative which encourages this on a massive scale.

“Currently, when school age children aren’t having the same access to their schools and teachers as they’re used to, this event shows the appetite for new ways of collaborative scientific learning and thinking.”

We have always believed in the Great Science Share for Schools. For all our futures we have to collaborate and invest in these types of outreach initiatives. We are proud to be working closely with Swagֱ�� and the other partners on this year’s GSS campaign, which we expect will be better than ever.”

Dr Bianchi acknowledges the support that the STEM sector has offered and wishes to thank everyone for sharing science in creative and meaningful ways. The key values of the campaign being child-focused, collaboration, inclusive and non-competitive are palatable in this year’s campaign, which is open for registrations and involvement over the summer months.

Visit .

The 2020 campaign sponsors are: Swagֱ��, BASF, Swagֱ�� City Council, Siemens, Zen Educate, Association for Science Education and Practical Action.

University's PGCE courses recognised as Ofsted 'Outstanding'

Fri, 09 Nov 2018 09:40:00 +0000

Swagֱ��’s Primary and Secondary PGCE programmes have been recognised as ‘Outstanding’ across all assessed elements – the highest possible rating – by Ofsted.

The result confirms the University as one of the country's leading teacher training providers and adds to the 'Outstanding' rating already achieved by the institution's Teach First programme.

"We're absolutely thrilled with the outcome of this Ofsted inspection," said Neil Humphrey, Head of the Swagֱ�� Institute of Education (MIE).

"The hard work, dedication and scholarship of our staff and partnership schools are second to none.

"We pride ourselves on giving our trainees the best possible preparation for a career in which they will inspire and empower thousands of learners.

"It is fantastic to see this recognised by Her Majesty's Inspectorate."

The Ofsted report notes that the University offers carefully crafted training programmes, high-quality mentoring and diverse placements – resulting in trainees graduating extremely well-prepared to teach.

"This is an excellent achievement," added Lisa Murtagh, Head of Initial Teacher Education.

"The report truly reflects the commitment and dedication of Swagֱ��'s ITE partnership, and acknowledges that all partners embrace our vision of empowering future generations."

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