Newsroom University of Manchester

91ֱ�� students mentor local teenagers to build confidence in applying for university

Thu, 26 Mar 2026 14:04:30 +0000

Sixth form pupils from three Greater 91ֱ�� schools are being mentored by students from the University's 91ֱ�� Institute of Education to help prepare them for university.

The Connect & Contribute Mentoring Scheme matches students studying on one of the University of Manchester’s Education programmes with teenagers who are thinking of applying to university but are unsure of whether higher education is for them. Under the scheme Year 12 students at Cheadle Hulme, Didsbury and Trinity High Schools have been matched with university students, most of whom are in their early 20s and many of whom are from overseas.

Dr Rui He, Senior Lecturer in Education and Dr Alex Baratta, Reader in Language and Education at the University of Manchester have helped to set up the scheme. Dr He explains:

“Connect & Contribute matches local sixth form pupils who are in the first year of studying for their A Levels with students who are already in higher education.

“The scheme allows young people who are considering applying for university, but may be the first person in their family to do so, to connect with someone who is currently attending university. Many of our students have travelled to the UK to continue their postgraduate qualification having already completed a degree in their home country, so can also give information and reassurance about moving away from home.

“We’ve found that by offering young people the opportunity to have structured but informal conversations with someone who is fairly close to them in age we can build their confidence in applying to university. We can also provide practical information on the sort of details to include on university applications and on potential career paths.”

The Connect & Contribute Scheme, which is supported by Social Responsibility Catalyst Fund from the School of Environment, Education and Development within the University of Manchester, is now in its second year.

One young person who was mentored in the first year of the scheme said:

“It has been interesting and helpful discussing university topics, especially with a student who has experience in university life.”

Another commented:

“I still feel overwhelmed about going to university and living all by myself, but the meeting encouraged me to accept changes with a positive mindset.”

A MA Digital Technologies, Communication and Education degree student who was one of the scheme mentors said:

“I had the privilege of supporting Year 12 students from nearby secondary schools, helping them build confidence and offering insights into university applications, student life, and the overall university experience. It’s been a truly rewarding experience to share my journey and offer guidance to students exploring their academic futures.”

Sixth form students who were mentored in the first year of Connect & Contribute will be sitting their A Levels this year and it’s hoped that many of them will be on their way to university, with some of them possibly set to become University of Manchester students in 2026-27.

Overstretched councils ‘set up to fail’ in SEND crisis, report reveals

Thu, 26 Mar 2026 08:00:00 +0000

As the government considers future reforms to services for children with special educational needs and disabilities (SEND) in England, a has highlighted the pressures facing overstretched councils trying to deliver this support - and warns that many are being ‘set up to fail’ by the system.

Funded by the Nuffield Foundation, the research - led by The University of Manchester’s - examines how local authorities respond to recommendations from the Local Government and Social Care Ombudsman (LGSCO), which investigates complaints from families when SEND provision goes wrong. It also sets out a range of recommendations to help strengthen the system.

Behind the statistics are families navigating delays, uncertainty and missed opportunities. The study highlights how waits for assessments and gaps in support can have a huge impact on young people’s education and wellbeing.

Professor Thomas, an expert in public law, led the research using interviews with SEND professionals across England alongside analysis of Ombudsman cases. His work reveals a system under huge strain, where demand has surged but resources have not kept pace with the increase.

The study found SEND complaints make up 27% of the complaints received by the LGSCO and 48% of the cases that it upholds. Common issues include delays in carrying out Education, Health and Care Plan (EHCP) assessments, and failures to deliver the support children are legally entitled to.

Despite these challenges, the research also points to the impact of the Ombudsman’s work. Its recommendations can help councils identify problems, strengthen accountability, and push for improvements that benefit families.

In some cases, the findings have empowered local officials to argue for more resources or rethink how services are delivered - however, the report also highlights limitations including the time and capacity required to respond to investigations, and repeated recommendations on issues councils recognise but lack the means to resolve.

A key gap identified is that the Ombudsman cannot investigate complaints directly against schools - even though they play a central role in delivering SEND support - which can leave families without clear routes to resolve issues.

The report sets out recommendations to strengthen the system, which include extending the Ombudsman’s powers to cover schools, raising awareness of joint investigations with health bodies, and improving communication between councils and the Ombudsman. Crucially, it emphasises that meaningful reform must address underlying pressures on the SEND system, including funding shortages and workforce gaps.

“This research comes at a key moment for SEND system reform,” said Ash Patel, Programme Head for Justice at the Nuffield Foundation. “The Government’s intention to improve complaints and mediation processes - enabling faster and more collaborative, resolution of disagreements and reducing the need for appeals to the SEND Tribunal - is welcome. However, the proposals are silent on the role of the LGSCO, and it remains frustratingly unclear how disputes will be avoided or how routes for appeals and complaints will operate.”

“The report points to high levels of tension between the education system and families of children with SEND; without greater attention to minimising these conflicts, it is difficult to see how existing pressures on complaints and appeals will ease.”

Young people’s wellbeing is improving in Greater 91ֱ��, major survey finds

Tue, 24 Mar 2026 12:08:50 +0000

A major survey of tens of thousands of school pupils has revealed a welcome boost in wellbeing among young people across Greater 91ֱ��.

The latest findings from pupils in years 7, 8 and 10 show that more young people now report good levels of wellbeing than in previous years, continuing a positive trend that has developed steadily over the past five years of the programme. In 2025, 59.1% of Year 10 pupils reported good levels of wellbeing, up from 55.1% in 2024. Among younger pupils the trend is similar, with 67.7% of Year 7 pupils reporting good wellbeing compared with 64.2% last year.

The #BeeWell programme at The University of Manchester has now heard from more than 143,000 young people in Greater 91ֱ�� since it began, making it one of the largest studies of young people’s wellbeing of its kind anywhere in the world. It provides a powerful insight into how teenagers feel about their lives, schools and communities.

While the overall picture is encouraging, young people involved in the programme say the results also highlight areas where change is still needed. Each year the #BeeWell Youth Steering Group - made up of young people from across Greater 91ֱ�� - chooses the issues they believe matter most in the survey results. This year they highlighted three themes they felt were especially important: loneliness and the role communities play in tackling it, relationships with teachers and a sense of belonging at school, and whether young people feel they are gaining the skills they need to be prepared for life.

The survey shows that loneliness among young people has begun to fall since the early years of the programme, when more than half of Year 10 pupils said they felt lonely at least occasionally. By 2025 that figure had dropped to around four in ten young people. Despite this improvement, loneliness remains a significant issue for many teenagers, and the findings suggest that communities have a key role to play in helping young people feel more connected.

Only around half of young people say there are people in their local area they can trust, and just over half say they have an adult outside their home or school who listens to them. Young people involved in the programme say that having welcoming places to spend time, trusted adults nearby and stronger community connections could make a real difference to how supported young people feel.

Relationships within schools also emerged as an important theme in the data. The survey suggests that positive relationships with teachers and staff are closely linked to whether young people feel they belong at school and whether they attend regularly. Just under a third of Year 7 pupils say they have the strongest relationships with staff at school, but this falls as young people get older, dropping to around one in five by Year 10.

At the same time, the number of young people who say they feel they belong at school has risen slightly over the past year. Young people say strengthening relationships between staff and pupils could help improve both wellbeing and attendance, as feeling supported and understood at school plays a key role in whether students feel comfortable and engaged in the classroom.

Young people also wanted the report to explore whether schools are helping them prepare for life beyond education. The findings show that four in five young people believe they will have the skills and knowledge they need when they finish school, a figure that has increased since the programme first began collecting data.

Levels of hope and optimism among young people are also high, with most saying they feel positive about the future. However, only around two thirds of young people say the careers education they receive is useful. Young people involved in the programme say they would like clearer guidance about the wide range of opportunities available to them, including modern careers and different pathways after school.

#BeeWell was launched in 2019 through a partnership between The University of Manchester, The Gregson Family Foundation, Anna Freud and the Greater 91ֱ�� Combined Authority. Each year the programme asks tens of thousands of secondary school pupils about their wellbeing, their schools, their communities and their hopes for the future. By sharing the results with schools, local organisations and decision makers, the programme aims to ensure young people’s voices help shape the support available to them.

“It is incredibly heartening to see this steady climb in wellbeing across our city region - the figures represent thousands of young lives trending toward a more positive future,” said Professor Neil Humphrey from The University of Manchester. “These important gains likely stem from a combination of enhanced local provision and broader population shifts, but the data offers a sobering reminder of the work ahead.”

“Thank you to the 57,000 young people who shared their views this year, and to the 161 schools who made it possible,” said Councillor Mark Roberts, Greater 91ֱ��’s portfolio lead for children and young people. “Over five years #BeeWell has now heard from more than 143,000 young people, making this the biggest exercise of its kind.

“In Greater 91ֱ��, we have committed to improving the wellbeing of young people across the city region, and it is through #BeeWell that we can track our progress. As this year’s results show, there is a need to continue strengthening relationships in schools to improve attendance, ensuring young people remain involved in the development of our Live Well approach, and working so that every young person has a clear line of sight to good jobs, through programmes like the MBacc and Beeline.

“We will continue to act on the views of young people across our city region, and be guided by our excellent Youth Steering Group, so that every young person in Greater 91ֱ�� can thrive.”

"This is just the start. It's encouraging to see wellbeing improving, but we are at the beginning of a long journey and we’re excited to see how things continue to improve,” said Daniel & Ayisha from the #BeeWell Youth Steering Group. “There are still worrying signs in the data, particularly in the inequalities we see. There are a lot of young people worried about these topics and a lot of work to be done. It's important young people are leading the next steps and actions following the results."

Northern researchers and Whitehall unite to tackle the SEND crisis through connected data

Tue, 24 Feb 2026 12:22:39 +0000

On the day the government published its Every child achieving and thriving white paper on reforms to the schools and SEND systems in England, policymakers, researchers, clinicians and frontline practitioners gathered in 91ֱ�� to demonstrate how connected data can turn that ambition into reality.

The Child of the North Data Showcase, held at the Whitworth Art Gallery at The University of Manchester, brought together nearly 100 delegates from NHS trusts, local authorities, universities, and the voluntary sector to examine how linking data across education, health, and social care can get children with Special Educational Needs and Disabilities the support they need earlier, and more effectively.

The event was convened by Child of the North, the N8 Centre of Excellence for Computationally Intensive Research, and the Northern Health Science Alliance, in partnership with the Centre for Young Lives and in collaboration with the Department for Education, the Department for Health and Social Care, and the Ministry of Justice.

Child of the North has spent several years convening researchers, practitioners, and policymakers to analyse the evidence on children’s outcomes across the North of England. That evidence has played a significant role in shaping national SEND reform. The Independent Neurodivergence Task and Finish Group (NDTFG) report published alongside the white paper draws heavily on Child of the North analyses, and informs both the Schools white paper and the government’s SEND reform consultation, Putting Children and Young People First. The Child of the North Data Showcase builds on this momentum by demonstrating how connected data can now deliver the practical change the system needs.

Professor Mark Mon-Williams of the Child of the North Leadership Group said: “The Schools White Paper has set a bold ambition as we seek to build a country that works for all children and young people. Today's event brought together a coalition of academics, clinicians and policymakers to explore how we can support these ambitions through effective use of connected administrative data. The day was truly inspirational and will ensure that government can rely on the best possible evidence as it addresses the SEND crisis.”

Presentations came from major northern data programmes including Born in Bradford, Connected Bradford, #BeeWell, and the Children Growing Up in Liverpool cohort, alongside research collaborations funded by NIHR and the ESRC, including the Health Determinants Research Collaborations, and the ESRC Vulnerabilities and Policing Futures Research Centre, whose involvement underlines that unmet SEND need has consequences reaching well beyond education into the criminal justice system. Clinical perspectives came from NHS trusts including Alder Hey Children's NHS Foundation Trust and 91ֱ�� University NHS Foundation Trust.

For too many children with SEND, needs go unidentified until crisis point. Families describe battling complex, fragmented systems. Support arrives too late. The evidence-backed argument made today is that when services can see a fuller picture of a child's life, they can intervene earlier, reduce crisis responses, and improve outcomes that last a lifetime.

Haroon Chowdry, Chief Executive of the Centre for Young Lives, who chaired the event, said: “We were delighted to support this data showcase. It pulled together a vast array of ground-breaking initiatives to show that data linkage and connected public services are increasingly prevalent, and are already generating rich insights to inform SEND and other policies."

A short report for national government will be produced following the event, drawing on the insights of all participants. It will set out what linked administrative data can achieve, what infrastructure already exists across the North to support it, and what policy action is needed to scale it nationally.

Nature as therapy: research shows how the outdoors can help us to heal

Mon, 02 Feb 2026 16:33:36 +0000

Nature-based therapy may help people to find hope, meaning and a deeper sense of connection, according to new research from The University of Manchester.

The study - published in journal - examined a form of outdoor therapy called ‘ecotherapy’ which includes activities such as walking in woodland, spending time near water, gardening or sitting quietly in nature with a trained therapist. By reviewing studies from around the world, the researchers explored how people described their most meaningful moments during these experiences.

Many people spoke about moments in nature that helped them process pain, let go of the past and rediscover a sense of purpose. Rather than techniques or theories, participants described simple experiences - watching trees grow and decay, feeling the wind on their face or sitting quietly in a forest and feeling part of something larger.

Some described nature as a mirror for their own lives. Seeing natural cycles of growth and renewal helped them accept difficult experiences and feel more present. Others spoke about a strong sense of connection and belonging which brought comfort and made personal problems feel more manageable.

Importantly, these experiences were not linked to religion - people from different backgrounds described spirituality in their own words, focusing on connection, awe and meaning rather than belief.

The study suggests these moments can have lasting effects, helping people accept themselves, release emotional pain and find new direction. At a time of widespread anxiety about the future, the study highlights how connecting with nature may support mental health and foster hope.

Ecotherapy does not replace traditional talking therapies, but the researchers say it may offer something different - space, perspective and a reminder that people are part of a wider living world.

“At a time when many people feel overwhelmed or anxious about the future, these experiences often helped people reconnect with hope and a sense of purpose.”

“This research shows that therapy doesn’t always have to happen in a room,” said co-author Professor Terry Hanley. “For some people, being outdoors creates the space they need to reflect, heal and move forward. As mental health services face growing demand, nature-based approaches could be a valuable part of a wider, more humane response to wellbeing.”

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Cross-faculty team combine art and education to promote diversity and inclusion

Fri, 16 Jan 2026 13:36:17 +0000

Academics from the University of Manchester's School of Environment, Education and Development and the School of Medical Sciences are working together to celebrate diversity and inclusion and challenge the orthodoxy of medical art through the .

This eye-catching art exhibition, which launched in October, features fourteen illustrations by seven international artists. It is being displayed in high traffic areas of the Stopford Building, the home of the University’s Medical School.

Medical art refers to the illustrations which are used to illustrate anatomy, medical procedures, surgical techniques and medical devices. It is often dominated by illustrations of White, slim, young adult, non-disabled men. Reframing Stopford aims to challenge this by showing the actual diversity of human bodies, with each piece showing people with intersectional, underrepresented characteristics. The project aims to improve the sense of belonging for students and staff while normalising difference in how we visualise health(care).

A grant from the University’s Institute of Teaching and Learning is now enabling the next phase of development of the Reframing Stopford Project. The cross-Faculty team will be holding creative workshops for students and staff during Spring 2026, experimenting with interdisciplinary, arts-based methods for reflecting on and improving belonging.

The exhibition is free to visit and is open for university staff and students and members of the public to view during usual University hours within the Stopford Building – for locations of the art works.

91ֱ�� finds strong link between teacher wellbeing and pupil achievement

Fri, 16 Jan 2026 12:34:55 +0000

A new study from The University of Manchester has found that happier teachers help create happier pupils - and better learning - as ten schools across the UK embrace a groundbreaking approach to wellbeing.

The research, led by Dr Alexandra Hennessey and Dr Sarah MacQuarrie from the 91ֱ�� Institute of Education, explored how the schools adopted the Well Schools framework - a national movement run by the Youth Sport Trust that puts wellbeing at the heart of education.

The Well Schools project, which began in 2020, has grown into a thriving community of more than 2,000 schools across the UK. This focused on ten schools that took part in a detailed evaluation of how the framework supports wellbeing among both staff and pupils.

Their findings, published in , show that when schools focus on the health, happiness and connectedness of both pupils and staff, classrooms become more positive, productive places to learn and teach.

The report highlights inspiring examples from schools that have introduced everything from daily “active learning” sessions and outdoor lessons to staff recognition schemes, mental health first aid training and after-school wellbeing clubs. These initiatives, tailored to each school’s needs, are helping teachers feel valued and pupils more engaged.

One headteacher told the research team: “If staff are happy and relaxed, the lessons they teach are better. You can feel the buzz in the building - it just feels different.”

Schools involved ranged from small primaries to large secondaries and special schools across England, Scotland and Wales. Despite their differences, all shared a commitment to supporting wellbeing as part of their school culture - and saw real benefits in attendance, focus and morale.

The study found that wellbeing programmes worked best when led by senior school leaders but shaped collaboratively by staff and pupils. Initiatives such as ‘keep, tweak or ditch’ reviews helped teachers cut unnecessary workload, while pupil wellbeing ambassadors and parent workshops extended the benefits beyond the classroom.

“This research highlights the power of schools working as communities - not just institutions that deliver lessons, but places that nurture people,” added Dr MacQuarrie. “The schools we studied created a sense of belonging, where staff and pupils alike feel heard and supported.”

Dr Hennessey concluded: “Wellbeing and learning go hand in hand. Schools that invest in the health and happiness of their staff and students aren’t just improving education - they’re shaping stronger, kinder communities.”

Time spent on gaming and social media not to blame for teen mental health issues

Wed, 14 Jan 2026 08:00:00 +0000

A major new study from The University of Manchester has found little evidence that social media use or video gaming are causing mental health problems in young teenagers, challenging one of the most widespread concerns among parents and teachers today.

The research - published in the - is based on the experiences of more than 25,000 pupils across Greater 91ֱ��, and is one of the largest and most detailed studies of its kind. The team followed young people aged 11-14 over three school years as part of the #BeeWell programme, which focuses on understanding and improving young people’s wellbeing.

For several years, headlines have warned that time spent on TikTok, Instagram or gaming platforms could be driving a rise in anxiety and depression among teenagers - but the 91ֱ�� researchers say their findings paint a much more nuanced picture.

“We know families are worried, but our results do not support the idea that simply spending time on social media or gaming leads to mental health problems - the story is far more complex than that,” said lead author .

The study tracked pupils’ self-reported social media habits, gaming frequency and emotional difficulties over three school years to find out whether technology use genuinely predicted later mental health difficulties. The researchers found no evidence that heavier social media use or more frequent gaming caused increases in symptoms of anxiety or depression over the following year - for boys or girls.

However, the study did uncover other interesting patterns. Girls who gamed more often went on to spend slightly less time on social media the following year, and boys who reported more emotional difficulties were more likely to cut back on gaming in the future - a pattern the researchers suggest could be linked to losing interest in hobbies when feeling low, or parents limiting screen time when they notice their child is struggling.

The research team also explored whether actively chatting on social media or just passively scrolling made a difference, but the overall picture remained the same - technology habits alone did not appear to drive mental health difficulties.

The authors emphasise that this does not mean online experiences are harmless. Hurtful messages, online pressures and extreme content can all have real impacts on wellbeing, but they argue that focusing simply on screen time misses the bigger picture.

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International Recognition for Innovative Assessment Research

Fri, 19 Dec 2025 16:20:57 +0000

Dr Miri Firth’s pioneering work on rethinking assessment through choice and purpose continues to shape national and international conversations on assessment design. On 22 October, Higher Education Digest featured her research on optionality in assessment, exploring how flexibility and purpose-driven assessment can improve student engagement, wellbeing, and achievement.

In November, Dr Firth will share this work across a series of prestigious events: as a keynote speaker at the Advance HE Assessment and Feedback Symposium (4 November); a keynote at the World Conference on Research in Teaching & Education (16 November); and as an invited panel member for Universities UK’s national event on Access, Participation and Student Success (20 November).

Together, these invitations highlight both the relevance and the impact of her research, which has already influenced assessment practice in more than a dozen universities. Her continued leadership demonstrates the Faculty of Humanities’ contribution to transforming assessment and enhancing the student learning experience across the higher education sector.

Evidence of sector use of this work to date :

University of Liverpool&�Բ��;—&�Բ��;Formal Flexible Assessment Guidance and Code of Practice define flexible assessment and parity/equivalency expectations.
Sheffield Hallam University — Public guidance on Assessment Choice (students choose questions/methods; emphasis on inclusivity and parity).
University of Glasgow&�Բ��;—&�Բ��;Flexible Submission Guidance adopted institutionally; reported reductions in extensionsand improved manageability.
Teesside University — LTE guidance on Flexible / Hybrid Assessment (choice and authentic formats aligned to hybrid delivery).
Loughborough University — Case study on student choice of assessment format (poster, vlog, infographic, etc.) to remove barriers.
University of Sussex — Case study on introducing optionality for accessibility and inclusion (student reflections).
University of Northampton&�Բ��;—&�Բ��;Assessment snapshot: optionality embedded and signposted across a programme to build assessment literacy.
University of York — Institutional workstream on assessment optionality; staff resources and funded projects exploring subject-specific cases.
UCL — Digital Assessment Team blog series on optionality, reflecting work with 91ֱ��, York and Imperial in the QAA project.
Liverpool John Moores University (LJMU) — Policy/guidance updates and staff hub referencing flexible assessment practice (plus public comms on assessment reform).
Newcastle University — Curriculum framework and learning-and-teaching resources highlight programme-level assessment design aligned with inclusive/flexible practice.

Sector-level foundation / cross-institutional reference

QAA Collaborative Enhancement Project – Optionality in Assessment (Firth et al., 2023): report and resources underpinning many of the above adoptions.

Research calls for “sportswashing” rethink amid FIFA Peace Prize rumours

Thu, 27 Nov 2025 09:00:00 +0000

As global attention turns to rumours that FIFA may award a new “Peace Prize” to US President Donald Trump later next month, new research has argued that public debates about politics and sport need far more nuance than the familiar narratives of “sportswashing” allow.

Two new open-access journal articles by Dr Vitaly Kazakov have challenged popular assumptions about how political actors use sport to shape global opinion - and, crucially, how media and audiences participate in that process. Taken together, the studies offer a timely rethink at a moment when sport’s symbolic power is again colliding with international politics.

The first article, published in , revisits the now-ubiquitous term used to describe attempts by authoritarian governments or international organisations to launder their reputations through sport. Dr Kazakov argues that the concept is often taken for granted, treated as a straightforward description of elite and always effective narrative manipulation rather than a complex, contested and historically recurring phenomenon.

The research identifies what Dr Kazakov calls a “normative trap” - a tendency for public commentary, policy analysis and even some academic work to embed moral judgements into the concept of “sportswashing” omitting important aspects of analysis. This, he suggests, can obscure the very dynamics the term is meant to illuminate.

“As debates continue about how meaningful FIFA’s new Peace Prize will be, and who it might be awarded to, it’s more important than ever to understand how narratives about sport take shape and impact political and social life around the globe,” Dr Kazakov said. “If we treat ‘sportswashing’ as a fixed label rather than a process involving media coverage and audience interpretation, we risk misunderstanding why these stories resonate - and who they actually influence.”

His second article, published in the , goes further by examining how information is circulated, authenticated and emotionally charged through sport. Using Qatar’s 2022 FIFA World Cup as a case study, the article applies a five-part “disinformation lifecycle” model developed by The University of Manchester’s Professors Vera Tolz and Stephen Hutchings alongside Dr Kazakov and Dr Sofia Tipaldou from Panteion University, Greece.

The model highlights how political messaging around sport evolves over time, crosses borders and adapts to different languages and cultural contexts. It also emphasises the active role played by journalists and global audiences, whose emotional investments in sport can amplify both criticism and celebration.

“These studies show that sport doesn’t just transmit political messages - it transforms them,” Dr Kazakov added. “Media organisations, fans, NGOs and policymakers all contribute to how ideas about politics, morality and identity circulate around major sporting events.”

The research offers a pointed reminder that, in an era where symbolic gestures from global sporting bodies can carry enormous political weight, understanding the mechanics of narrative formation is essential. Debates around sport, reputation and political power are set to continue - and this work provides a crucial framework for interpreting them.

Post-Covid school attendance crisis is hitting disadvantaged children hardest

Tue, 25 Nov 2025 12:00:01 +0000

Experts from The University of Manchester are warning that school attendance across England still hasn’t recovered for many children since the pandemic - and the gap between rich and poor pupils is growing.

Their findings are the latest in the , which calls for urgent action to help every child stay in school and thrive.

The data shows that:

- Children with Education Health and Care Plans are seven times more likely to miss more than half their school sessions.
- Pupils on Free School Meals are four times more likely to have severe absence.
- Suspensions are nearly four times higher for pupils with special needs or living in poverty.

“Too many children are being failed by a system that doesn’t meet their needs,” said Professor Caroline Bond, who co-led the research alongside Dr Luke Munford.

The researchers say progress on attendance since the pandemic has been slow - and for some children, things are getting worse. They’re calling for a joined-up approach that brings together schools, families and community services. This could include:

- Family Hubs which offer early help, advice and activities to support school readiness
- More flexible routes through education, like apprenticeships and internships
- Enrichment activities, mental health and careers support to support pupil’s broader engagement with learning
- Stronger relationships between teachers, pupils and parents
- Involving young people in decisions to increase their sense of belonging and safety

“Every missed day of school means a missed opportunity,” said Baroness Anne Longfield, founder of the Centre for Young Lives. “This research shines a light on the urgent need to fix attendance and make sure every child gets the education they deserve.”

The Child of the North campaign is a partnership between the N8 Research Partnership and Health Equity North which brings together universities across the North of England - including 91ֱ��, Leeds, Durham, York, Lancaster, Liverpool, Sheffield and Newcastle - to push for fairer futures for children across the North of England.

“If we want to give every child a fair start in life, we need to fix attendance - and that means fixing the barriers that stop children from feeling they belong in school,” said Professor Mark Mon-Williams, who leads the campaign.

Voices Beyond Borders: connecting students in 91ֱ�� and Gaza

Mon, 17 Nov 2025 11:57:00 +0000

After overcoming significant challenges, such as accessing a reliable internet connection in a warzone, students in Gaza and 91ֱ�� have been learning together, and supporting each other through an intercultural exchange project run by The University of Manchester.

The Voices Beyond Borders project provides mutual academic and professional learning for Chinese students studying on our MA TESOL (Teaching English to Speakers of Other Languages) in 91ֱ�� and for younger female students learning English (English for Academic Purposes) in Gaza.

The two cohorts met initially over Teams, before being paired up for weekly one-to-one catch-ups via messaging or video calls, with group-to-group meetings every few weeks. These communications not only allow both parties to support each other’s English language development, they also allow both parties to connect on a human level through intercultural interactions.

As part of the programme, students are carrying out discussion and writing tasks, including considering communication in a changing world. Reflecting how the students are connecting on a human level and gaining a deep understanding of each other's experiences, one of the 91ֱ��-based students, Leo, wrote following his conversation with his Palestinian partner, Iman:

Voices Beyond Borders builds on a history of collaboration between the 91ֱ�� Institute of Education and alumni based in Palestine going back over twenty years. To ensure the programme is culturally sensitive, it has been co-produced with input from Palestinian and Chinese alumni alongside British academics.

Taghreed Al-Masry, who graduated from our MA TESOL degree in 2008, lives in Gaza and has worked through the war to coordinate ongoing learning opportunities for young women in Gaza who are missing out on education due to the conflict. Shaimaa Samara is a refugee teacher from Gaza now living in 91ֱ��. She was a student on the MA TESOL degree in 2024/25 and is helping to deliver the project in 91ֱ�� alongside Jing Wang, a Chinese graduate who completed her interculturally-focused PhD at the University this summer. The project is led by Richard Fay, Reader in Education, and Susan Dawson, Lecturer in Education, who are both based in the .

After the first project session, Richard said:

“Seeing the photos from the classroom in Gaza as students gathered for the first Teams call, we get a real sense of the student excitement for the project. We believe in the transformative power of education, and in the value of intercultural collaboration. We can already see how this project can build on the great resilience of our counterparts in Gaza, and their desire to create a future for themselves.

“We can also see the high levels of interest and commitment from our TESOL students as they take on roles and responsibilities additional to, but feeding off, their studies. Understanding and being able to respond and be sensitive to different cultural backgrounds through pedagogy is an important part of advanced teaching practice. This programme gives our students hands-on experience with a culture that is different both to that of their home country and of the country they are studying in.”

Voices Beyond Borders has been supported with funding from the Faculty of Humanities and School of Environment, Education and Development Social Responsibility programmes. It will continue through the 2025-26 academic year.

The arts can transform young people’s wellbeing and deliver big economic returns, study finds

Thu, 13 Nov 2025 12:50:25 +0000

A new study led by The University of Manchester’s #BeeWell team and PBE (formerly Pro Bono Economics) has found that artistic activities can dramatically improve young people’s wellbeing - with effects equivalent to the happiness boost that unemployed adults experience when moving into work.

, based on the Factory International Schools Programme (FISP), compared students who took part in a creative intervention with a control group who did not. It found that creative pursuits like poetry, photography and music composition can help teenagers express themselves, build confidence and reconnect with learning - all while offering significant value for money.

The findings come at a critical time. The UK has the lowest levels of youth wellbeing in Europe, with one in four young people reporting mental health difficulties by the age of 19. However, school funding for arts subjects continues to decline, leaving many children - especially those in disadvantaged areas - without any access to creative opportunities.

FISP, run by Factory International, worked with 181 pupils across five Greater 91ֱ�� schools, including those facing barriers such as low attendance or financial hardship. Over ten months, professional artists led workshops in schools, using different art forms to help pupils explore big themes. Examples include collaging to examine 'What is power?' and photography to explore 'My stomping ground.'

The results speak for themselves - the study found that taking part improved young people’s life satisfaction scores by 0.6 points on a 10-point scale, a change comparable to one of the most powerful wellbeing boosts possible – a move from unemployment to employment. Using Treasury-approved methods to put a monetary value on wellbeing, this is worth almost £10,000 per young person.

The programme delivered an estimated £7 in benefits for every £1 spent, which shows that arts engagement is as good for the economy as it is for the mind.

Behind these figures are some powerful personal stories. Alexa, a Year 9 student who moved to the UK recently, used to shy away from sharing her ideas. Through the programme, she found her voice - writing poetry, mentoring younger students and dreaming of becoming a writer.

Brian, another participant, faced a turbulent year after his mother’s illness. Through music, photography and collage, he found a safe space to express emotion and rebuild confidence. He’s now on a scholarship studying Sports Science, and is determined to use his creativity to help others.

With arts subjects continuing to decrease in school timetables, the research provides compelling evidence for policymakers to rethink how creativity is valued.

“This analysis meaningfully contributes to the body of evidence on investing in arts and culture as an investment in young people’s future,” said Dr Maliha Rahanaz, author of the report. “Every young person deserves the chance to imagine, create and belong.”

New study shows AI enhances teacher development

Tue, 11 Nov 2025 00:01:00 +0000

Research from the offers vital early insights into how AI tools can be responsibly and effectively embedded into teacher training. The preliminary findings from year 1 of the three-year longitudinal pioneering research project explore the integration of generative AI in primary teacher education, centred on the use of (TMAI) within the University of Manchester’s Primary PGCE programme.

Despite early concerns about over-reliance on AI, initial findings indicate that trainee teachers demonstrated a critical, creative, and context-aware use of the technology. The study revealed that AI can actually enhance, not diminish, professional judgement, resourcefulness, and contextual sensitivity when supported by clear guidance and reflective practice.

Building on the University of Manchester’s ‘Outstanding’ -rated PGCE programmes - 2011, 2018, and 2024 -, teacher training at the 91ֱ�� Institute of Education continues to lead innovation in the field. With AI becoming deeply embedded in young people’s lives, it’s essential to prepare future teachers to navigate and shape its role in education and society.

Most trainees used AI to generate lesson materials, such as activities, model texts, prompts, and visual resources, rather than relying on it for full lesson planning. Importantly, many trainees demonstrated strong contextual judgement, adapting AI-generated content to suit the specific needs of their pupils, and used the tools to extend their creative capabilities rather than replace them.

Emerging themes from this early stage of the project include the importance of context awareness, the potential for AI to support workload management, and the need for strong professional judgment in evaluating and adapting AI outputs. The research also identified the development of prompt engineering skills and critical fact-checking as essential components of effective AI use in teacher education.

The next phase of this research will involve the collection of AI-generated prompts and outputs, enabling researchers to track usage trends and assess the long-term impact of AI on teacher development. The research team – Liz Birchinall, , , , , , and - also see a key opportunity for universities to collaborate with schools to help bridge the gap between innovative research and everyday classroom practice.

Embedding AI into teacher training at The University of Manchester is already delivering real benefits for the local community. Each year, approximately 8,400 children across Greater 91ֱ�� are taught by PGCE trainees on placement, bringing high-quality, AI-informed teaching into local classrooms. On average, 80% of our graduates secure teaching roles within 20 miles of the University, making the programme’s impact lasting, local, and growing.

This work also contributes to a broader national and international conversation about how education systems can respond to and shape the rapid evolution of generative AI. As the research continues, The University of Manchester remains committed to helping shape a future in which AI enhances the quality, ethics, and creativity of teacher education.

This study was funded by the Flexible Learning Programme at The University of Manchester.

Access the report on FigShare:

Call for Interest opens for 2026 Conference on Artificial Intelligence in Higher Education

Thu, 06 Nov 2025 14:24:42 +0000

The University of Manchester has announced the Call for Interest for lightning talks and research posters for its upcoming international conference, , taking place 9 - 10 June 2026.

Hosted by the , this hybrid event will bring together educators, researchers, students, policymakers, and technology specialists from around the world to explore the intersection of Generative Artificial Intelligence (GenAI), equity, and accessibility in higher education.

As AI technologies transform the way universities teach, assess, and collaborate, the conference will provide a critical forum to examine who benefits from these changes and who risks being left behind.

“Generative AI is reshaping higher education in powerful ways, but the real challenge is ensuring it supports all learners,” said , Principal Investigator and Lead Conference Organiser.“This event will focus on how we can design, use, and govern AI systems to make higher education more equitable and inclusive.”

Exploring the future of inclusive AI in education

Through keynotes, interactive discussions, lightning talks, and poster presentations, the conference will address questions at the heart of educational transformation:

How can AI be designed to support diverse learners and reduce digital divides?
What ethical and policy challenges must institutions confront?
How can collaboration between educators, technologists, and students ensure GenAI promotes inclusion rather than inequality?

The conference themes include:

Stakeholder perspectives on GenAI for equality and inclusion
Inclusive design and implementation of AI tools
Pedagogical innovation for diverse learners
Policy studies on GenAI for inclusive education
Student and staff voices on AI and equity

Call for Lightning Talks and Posters now open

The organising committee is inviting proposals for:

Lightning Talks (in-person): Short 5 - 7-minute presentations reflecting on practice, policy, or research around GenAI in higher education. Proposals may highlight best practices or share honest accounts of challenges and lessons learned.
Research Posters (online or in-person): Posters exploring the relationship between AI, accessibility, and inclusion in higher education. Submissions are welcome from all disciplines and especially encouraged from students, early-career researchers, and those foregrounding underrepresented perspectives.

Submission information

Deadline for submissions: 20 December 2025, 23:59 (GMT)
Notification of decisions: 31 January 2026
Submission form:
For further information, please contact: , Email: skye.zhao@manchester.ac.uk
Organising team: Dr Skye Zhao, , , and
Further details: (PDF, 143KB)

About the Conference

As part of the University’s commitment to equitable innovation, will create a platform for interdisciplinary dialogue and collaboration across research, policy, and practice.

The event will highlight both opportunities and challenges presented by the rapid rise of GenAI in higher education, addressing issues of ethics, accessibility, data governance, and inclusion.

“We want to open space for creative and critical conversations about AI’s role in shaping the future of learning,” added Dr Zhao. “This conference is about ensuring that innovation goes hand-in-hand with equity.”

The conference will take place in person at the , University of Manchester, with online participation available for global accessibility.

Buddhist spirituality could transform modern mental health care, study finds

Tue, 04 Nov 2025 15:06:46 +0000

A new study from an expert at The University of Manchester has found that ancient Buddhist wisdom could help address growing social and emotional challenges created by modern life and the pressures of today’s mental health systems.

The research by trainee counselling psychologist Minwoo Kang, which has been published in , calls for a re-thinking of how spirituality can be understood and used in psychotherapy.

Kang’s work suggests that Buddhism offers much more than meditation or mindfulness - it provides an ethical and spiritual framework that can help counter the individualism and stress often driven by neoliberalism.

“Mindfulness has become popular in workplaces and therapy rooms, but it is often stripped of its deeper spiritual roots,” Kang explains. “When used only as a productivity tool, it risks becoming part of the very system that causes people distress. Buddhism, in its full context, reminds us of compassion, interconnection and humility - qualities that modern mental health care needs more than ever.”

Kang’s paper proposes a new approach he calls “Buddhism as method.” This framework uses Buddhist teachings such as impermanence, conditionality and relativity to critically examine the ways mental-health practice can unintentionally reinforce social injustice and individual blame.

Drawing on his own experiences of growing up in South Korea and training in the UK, Kang explores how spirituality can serve as both a personal and social force for change.

“Spiritual growth isn’t just about inner peace,” he says. “It can also inspire collective action - challenging racism, materialism and the climate crisis by helping people recognise their deep connection with others and with the natural world.”

The study highlights that Buddhist principles - like the understanding that everything is interconnected and constantly changing - can encourage psychological therapists and researchers to adopt greater self-awareness, compassion and ethical reflection in their work.

It also argues that spirituality can empower individuals to resist the sense of isolation and competition fostered by consumer culture.

Kang hopes his research will inspire future psychologists and psychotherapists to look beyond Western, medicalised approaches to therapy and to embrace more holistic, inclusive perspectives.

The University of Manchester is globally renowned for its pioneering research, outstanding teaching and learning, and commitment to social responsibility. We are a truly international university – ranking in the top 50 in a range of global rankings – with a diverse community of more than 44,000 students, 12,000 staff and 550,000 alumni from 190 countries. Sign up for our e-news to hear first-hand about our international partnerships and activities across the globe.

School isolation rooms are damaging pupil wellbeing, new study warns

Thu, 23 Oct 2025 11:43:46 +0100

Children placed in school ‘isolation rooms’ are losing learning time, feeling cut off from their peers and suffering damage to their wellbeing, according to new research from The University of Manchester.

The study, published in the , is the first large-scale investigation into internal exclusion in England and reveals that the practice is far more common - and harmful - than many parents or school leaders may realise. The researchers hope their findings will spark urgent debate among teachers, policymakers and parents about how schools can support pupils to achieve and flourish using alternative approaches to managing their behaviour.

Among their recommendations are methods that are restorative (focusing on repairing harm and rebuilding relationships rather than solely on exclusion) and trauma-informed (recognising that some disruptive behaviour may stem from underlying trauma or adverse experiences). The research recognises the challenges of managing behaviour but calls for the development of alternative approaches.

The team of experts analysed survey data from the #BeeWell programme which included more than 34,000 pupils at 121 mainstream secondary schools across Greater 91ֱ��. They found that one in 12 pupils (8.3%) reported being placed in isolation at least once a week, often spending more than a full school day there.

Isolation - also known as internal exclusion - involves removing a pupil from class for disruptive behaviour and making them work alone or in silence in a separate room. Unlike suspensions or permanent exclusions, there are no national rules on how isolation should be used, or for how long.

Key findings from the research:

One in 12 pupils (8.3%) reported being placed in isolation at least once a week
The average time spent in isolation was 8.5 hours a week – more than a full school day
Even after accounting for behavioural difficulties:
-    Children with recognised special educational needs (an Education, Health and Care plan) were more than twice as likely to be in isolation
-    Children on Free School Meals were more than one and a half times more likely to be in isolation
-    Children who identified as LGBTQ+ were nearly twice as likely to be in isolation
-    Black, Asian and mixed heritage children were more likely to be in isolation than their White British peers
Isolated pupils reported reduced belonging, poorer relationships with teachers, and (for girls) lower levels of mental wellbeing than a very closely matched sample of their non-isolated peers.
Schools with higher rates of suspensions also tended to isolate more pupils, undermining the idea that internal exclusion prevents more serious sanctions.

“Internal exclusion is happening every day in classrooms across England, yet it is largely hidden from view,” said lead author Dr Emma Thornton. “We know that it can provide an effective short-term solution for teachers dealing with disruption in their class, who want to create the conditions for all pupils to thrive. But our findings show that it is disproportionately applied to young people most in need of support, and leads to lost learning, weaker connections with teachers, and in some cases poorer mental health.”

#BeeWell is one of 40 organisations calling for a government definition of inclusion as measurable through data on the amount of lost learning - time spent away from the classroom through isolation, suspension and absence - and through pupil experience data, such as the #BeeWell data used in this study. The Inclusion for All campaign asks that the upcoming Schools White Paper should provide guidance and support schools to continuously improve and reduce the amount of time spent away from classrooms and peers.

“What’s needed is more research and practice-sharing on effective ways to set up internal spaces that are diagnostic, supportive and get children back to class as soon as possible,” said Kiran Gill, CEO of charity The Difference charity. “That’s why The Difference is working with schools across the country to better measure inclusion, and to set up spaces internally to support young people in crisis before their challenges escalate. We’re excited to bring some of those school leaders together with #BeeWell and others at our annual conference IncludED in January to share strategies that are working, as measured by pupils’ own experiences.”

The research is part of the , a major study of young people’s wellbeing in Greater 91ֱ��, Hampshire, Isle of Wight, Portsmouth and Southampton, funded by The University of Manchester and partners including The National Lottery Community Fund.

91ֱ�� examines why a third of new teachers quit within five years

Tue, 21 Oct 2025 13:58:12 +0100

As the government continues to grapple with the challenge of recruiting and retaining new teachers, a new study from The University of Manchester has shed light on why some flourish in the classroom, while others struggle and even leave the profession within just a few years.

The research, which has been published in the , comes at a critical time. England faces a teacher shortage, with pupil numbers rising and more than one in three teachers leaving within five years of starting their careers.

The team, led by Joanne Taberner and Dr Sarah MacQuarrie at the 91ֱ�� Institute of Education, investigated whether personality traits could help explain why some early career teachers (those with fewer than two years of experience) manage the intense pressures of the job, while others burn out.

Surveying 130 new primary and secondary teachers across England - mostly aged between 21 and 30 - the study examined links between personality and “mental toughness,” a skill that reflects how well people cope with stress, setbacks and pressure.

The results were striking. Teachers who scored higher in extraversion (being outgoing and confident) and conscientiousness (being organised and diligent) also scored higher in mental toughness. In other words, those who felt more comfortable socially and were naturally more structured in their approach were better able to withstand the demands of the classroom.

More specifically, one element stood out - social self-esteem, a facet of extraversion. Teachers who felt comfortable in their own skin and believed they were liked by others were far more likely to display mental toughness. This finding, the researchers say, could explain why some teachers adapt quickly to classroom challenges like disruptive behaviour, heavy workloads and accountability pressures.

The study also explored whether “narcissism” may have hidden benefits for teachers. While some previous research has suggested that traits like self-confidence linked to narcissism could help people cope with stress, this 91ֱ�� study found otherwise - the apparent benefits disappeared once social self-esteem was taken into account, indicating the trait offers no real benefit for teachers.

“We often focus on workload and policy pressures when discussing why teachers leave, but our findings show personal characteristics - particularly social self-esteem - play a crucial role in how teachers experience those pressures,” said Dr MacQuarrie.

The implications for teacher training are clear. Helping new teachers build confidence in their abilities and develop strong professional identities could boost their resilience and improve retention. Techniques such as structured self-reflection, mentoring and clear goal-setting may help foster the social self-esteem linked to staying power in the profession.

91ֱ�� finds no extra benefit from children’s mental health programme

Fri, 19 Sep 2025 09:30:00 +0100

A new study from The University of Manchester has found that a well-known mental health intervention for children may be no more effective than the usual social and emotional learning (SEL) programmes already being taught in primary schools.

The research, published in the , was led by experts from the 91ֱ�� Institute of Education working alongside colleagues from the University of Dundee and Necmettin Erbakan University in Turkey. After looking at whether Passport: Skills for Life helped to improve children's mental wellbeing, they found that it appeared to make little difference compared to what schools were already doing.

Passport is designed to help children aged 9 to 11 manage their emotions, cope with stress and build good relationships. It includes 18 weekly lessons covering topics like feelings, friendships and handling change.

Teachers who were trained in the programme delivered these lessons in class - the idea was that by helping children to build strong emotional and social skills, it could prevent mental health problems like anxiety and depression.

The study involved over 2,400 children from 62 primary schools across Greater 91ֱ�� and nearby areas. Some schools used the Passport programme, while others continued with their usual teaching.

After closely studying the results, researchers found that the Passport lessons didn’t appear to lead to better outcomes for the children. There was no significant improvement in mental health symptoms, such as internalising symptoms, or in other areas like emotional regulation, wellbeing or bullying. This means that children who took part in the programme were no better off than those who followed the normal school curriculum.

The research team looked into several possible reasons for the lack of results. One idea was that the programme wasn’t different enough from what schools were already doing - many schools in the study were already using other SEL programmes. In fact, almost two-thirds of teachers said they used some kind of SEL teaching before the study even started, and about 60% of the Passport content overlapped with these existing lessons.

“The quality of universal SEL education has significantly improved over the last two decades, meaning new programmes face a higher bar for showing additional impact. This highlights the excellent work already being done in schools to nurture children's mental health," Neil added.

The research also raises questions about whether programmes developed in one country - like Passport, which was originally from Canada - will work the same way in another. Cultural differences may affect how well these interventions work.

The researchers plan to keep studying the data, and looking into whether the programme has any long-term benefits, works better for certain groups of children or is good value for money.

Mentoring programme gives big mental health boost to LGBTQIA+ teens

Tue, 09 Sep 2025 13:04:37 +0100

A mentoring programme for LGBTQIA+ young people is making a real difference to their mental health, according to new research from The University of Manchester.

The programme delivered by pairs young people aged 13 and over with trained mentors who understand the challenges LGBTQIA+ teens can face. Over regular one-to-one sessions, the mentors offer a safe space to talk, practical advice and support to help build confidence, reduce feelings of isolation and improve overall wellbeing.

LGBTQIA+ young people are more likely to struggle with mental health problems such as anxiety and depression compared to their heterosexual or cisgender peers. Many of these struggles are linked to experiences of discrimination, prejudice or feeling unable to be themselves.

Despite this, there’s been little solid evidence about which support services actually work - until now.

Researchers at The University of Manchester compared the mental health of young people taking part with thousands of other teens from a large wellbeing study. The results were clear: those in Free2B's programme saw a strong and noticeable improvement in their mental wellbeing, much higher than what’s usually seen in similar support programmes.

“Free2B;s programme isn’t just helpful - it’s making a meaningful difference in young people’s lives,” said lead researcher Qiqi Cheng. “We saw real changes in how the participants felt about themselves and their future. Many started the programme feeling isolated, anxious, or unsure of how to cope with the challenges they were facing. By the end, they reported feeling more confident, supported, and hopeful. Programmes like this show that when young people have someone in their corner who understands them, it can completely shift their outlook.”

”The evidence is strong, and it should be part of the conversation on how we help vulnerable young people not just survive, but thrive," Neil added.

The experts say the next step is to study the programme in more detail, looking at whether the benefits last long term and whether it can also help reduce loneliness.

The study was funded by PBE, with wider support from the , The National Lottery Community Fund, and the Greater 91ֱ�� Combined Authority.

Professor Mel Ainscow selected as the winner of the 2025 Equality in Education Award by BERA

Mon, 21 Jul 2025 14:04:50 +0100

The British Educational Research Association (BERA) has announced that Professor Mel Ainscow has been selected as the winner of the 2025 Equality in Education Award, in recognition of his exceptional and sustained contribution to promoting equity, diversity and inclusion in education.

Emeritus Professor of Education at the University of Manchester, and Professor in Education at the University of Glasgow, Professor Ainscow has spent decades leading practical, research-informed change across local, national, and international contexts. His work reframes inclusion as a systemic responsibility—focused on removing barriers to learning for all students, not just specific groups.

He has led major initiatives such as the Greater 91ֱ�� Challenge and Schools Challenge Cymru, which significantly improved outcomes for disadvantaged learners by fostering collaboration and building self-improving school systems. Internationally, he has worked with UNESCO and the Organization of American States to advance inclusive education globally.

Professor Ainscow’s deeply collaborative, practice-based approach has transformed thinking and practice around educational inequality, making him a truly deserving recipient of this year’s award.

He will be formally presented with the award at the BERA Annual General Meeting on 25 November 2025.

This announcement was originally .

Meet the SEED Change-makers: how students are driving social impact at 91ֱ��

Fri, 18 Jul 2025 13:33:51 +0100

What happens when students are given the space, support, and encouragement to take action on the issues they care most about?

At The University of Manchester’s School of Environment, Education and Development (SEED), the answer is: they thrive as Change-makers.

The SEED Change-makers programme is a growing student-led initiative that’s empowering undergraduates and postgraduates to create meaningful change — within the University, in the community, and around the world. Launched two years ago, the programme gives students the tools, confidence and platform to turn passion into action while gaining recognition and real-world experience along the way.

And it's just getting started.

From inspiration to action

The idea for SEED Change-makers came from Professor Nicola Banks, SEED’s Director of Social Responsibility, who saw how students in the Global Development Institute (GDI) were contributing to One World Together — a social enterprise born out of her research. Seeing their drive and commitment, she asked a powerful question:

"What if we stopped thinking of students only as future changemakers — and started supporting them to be changemakers today?"

The programme that followed invites students from across SEED’s five departments — Architecture, Geography, Global Development, Education, and Planning and Environmental Management — to lead, collaborate and innovate on social responsibility projects that matter to them.

What do SEED Change-makers do?

Over its first two years, the programme has engaged over 150 SEED students through Social Responsibility World Cafés and Change-maker working groups — spaces for collaborative discussion, reflection, and action on social and environmental issues.

These student-led events and conversations have reached over 600 attendees in person, with further impact through recorded content that continues to be shared across online platforms and teaching contexts, extending their influence beyond the University and across time zones.

From inspiring peers to informing future students and being used as real-world teaching tools, the Change-maker programme is helping amplify student voices and embed social responsibility more deeply into the culture of SEED.

Recognised impact

SEED Change-makers is formally accredited through the University’s , meaning students who take part have their contributions recognised on their Higher Education Achievement Report (HEAR), an official transcript that adds value to graduate job and study applications.

Student-led events

Students have organised impactful lectures, workshops, and campaigns, including:

A conversation with , author of Citizens, on what it means to be an engaged, empowered citizen (November 2023) Watch:
A celebration of 30 years of Fairtrade, with panel guests from academia, co-operatives, and the UK Fairtrade movement. Watch: ’ (October 2024)
A talk by Anshu Gupta, founder of Indian social enterprise Goonj, on rethinking charity and sustainable community support (November 2024) Read:

Working groups creating change

Students have led dedicated groups tackling real-world challenges:

Sustainability at move-out: Addressing waste left behind in student accommodation by helping students donate, recycle and rethink their move-out habits as part of the campaign.
Supporting social enterprise: A team of GDI students co-organised a major fundraising event for , raising over £1,700 to support marginalised communities globally.

Student voices, real impact

Beyond the events and projects, the real story of SEED Change-makers is the personal growth it inspires.

Students describe gaining leadership skills, confidence, new networks, and a deeper connection to their studies and their values. They’re discovering their ability to lead social change, not in the distant future, but right now.

Here’s how Laura Acosta Varon, one of our student leaders, put it:

“It makes me very proud to represent my home and country, Colombia. I’m so excited for the future of One World Together — and here’s to many more years of impact, trust, solidarity, and collaboration!”

Looking ahead: building a bigger movement

As the programme moves into its third year, SEED is investing in a more structured, sustainable model co-designed with students.

Two undergraduates, Saniyyah Ali and Haojun Shuai, are spending the summer of 2025 researching what social responsibility means to their peers and helping to shape a new student handbook. From 2025/26, students will be supported through a semester-based journey of discovery, collaboration, and project delivery, with more ways to get involved at every stage of the student experience.

Get Involved

Students: Interested in becoming a SEED Change-maker? You can find more information on your SEED Students Community Pages
Staff: Want to support or collaborate with SEED Change-makers? Reach out to your departmental social responsibility representative to find out how you can get involved.
Supporters: Want to help us grow the programme? We welcome partnerships, mentoring, and funding opportunities that enable student-led impact. Please contact sr.seed@manchester.ac.uk

91ֱ�� expert helps shape landmark WHO report on global loneliness crisis

Tue, 01 Jul 2025 11:14:35 +0100

The World Health Organization (WHO) has called for urgent action to tackle what it calls a global crisis of loneliness and social disconnection, in a informed by the research of Professor Pamela Qualter from The University of Manchester.

Strikingly, the report reveals that an estimated one in six people worldwide experienced loneliness between 2014 and 2023, with the highest rates found among adolescents aged 13-17 (20.9%) and young adults aged 18-29 (17.4%). This heightened prevalence in younger age groups may be due to the high expectations for social connections during these crucial developmental years.

The impacts of social disconnection are profound. For young people, it is linked to increased risks of mental health issues such as depression and anxiety, reduced life satisfaction and poor academic performance.

The report also highlights that chronic, long-lasting loneliness is strongly linked to poorer health outcomes including increased risks of cardiovascular disease, depression, cognitive decline and even early death.

While digital technology offers ways to connect, the report urges caution - particularly regarding its potential adverse effects on the mental health and wellbeing of young people, including risks from excessive social media use and cyberbullying.

The report does have a message of hope – it highlights existing effective and practical strategies to foster social connection including psychological interventions, social skills training in schools and community-based activities. It also states that governments around the world are now starting to recognise and prioritise the issue of loneliness by developing national policies and strategies.

Professor Pamela Qualter, a renowned expert in loneliness research, served as a co-chair of the WHO Commission on Social Connection’s Technical Advisory Group. Her extensive research on the experiences of loneliness across the lifespan, including significant work on children and adolescents, was integral in shaping the report’s findings and recommendations.

Teens from disadvantaged areas face lower life satisfaction but not more emotional problems, new study finds

Mon, 30 Jun 2025 13:42:39 +0100

led by experts from The University of Manchester’s Institute of Education has shed important light on how the mental wellbeing of young people is affected by the neighbourhoods they live in.

Analysing #BeeWell survey data from more than 26,000 young people across Greater 91ֱ��, the study examined how young people's mental wellbeing evolves over time with a particular focus on life satisfaction and emotional difficulties, providing crucial insights for policymakers aiming to improve young people's lives.

The researchers used advanced longitudinal methods to identify distinct ‘trajectories’ of change in mental health. While young people living in more deprived neighbourhoods were more likely to experience persistently low or deteriorating life satisfaction, they were less likely to report mild levels of emotional difficulties compared to peers in more affluent areas.

This means that for young people in disadvantaged areas, their overall happiness and contentment with life are more likely to be poor, but their risk of experiencing negative thoughts, feelings and emotions may be the same or even less than those in more affluent areas.

The study also highlighted that specific neighbourhood-level factors (such as housing affordability, access to green space, environmental quality) influence young peoples’ wellbeing outcomes. These environmental characteristics, grouped under the domain "Housing, Space, and Environment", reduced the likelihood young people in deprived areas experience either persistently low life satisfaction or mild emotional difficulties.

“Our findings complicate the common narrative that adolescent mental health universally worsens over time,” said Dr Christopher Knowles, lead author and researcher at the 91ֱ�� Institute of Education. “Although many young people in disadvantaged areas report lower life satisfaction, they do not necessarily experience greater emotional distress. In fact, some characteristics of disadvantaged neighbourhoods appear to buffer the broader impact of socio-economic deprivation."

“This research provides a clear roadmap for change, underscoring that where a young person lives really matters,” said co-author Dr Emma Thornton. “Policymakers should prioritise proactive, upstream investments in affordable housing, improving local green spaces, and boosting accessible community support schemes. These interventions can make a tangible difference, helping to prevent mental health issues before they escalate and reducing long-term burdens on vital services.”

Physical activity is critical for children's happiness, study finds

Mon, 16 Jun 2025 15:41:08 +0100

PE, school sports and physical activity (PESSPA) are critical tools in fostering healthier, happier and more resilient children and young people, concluded a recent who have included it in their new

In an article summarising their findings published by Policy@91ֱ��, Dr Sarah MacQuarrie and Dr Alexandra Hennessey uncover “a nuanced understanding of how PESSPA can tackle physical, emotional, and social challenges” faced by younger members of society.

The project conducted research across five diverse schools - two secondary, two primary and one alternative provision – with each the subject of a comprehensive case study.

“Challenges such as inadequate facilities, socio-economic barriers and gender disparities were found to hinder participation,” MacQuarrie and Hennessey explain. “Yet the study recognised schools’ creativity in addressing these issues through tailored programs, community partnerships and student-centred approaches.”

Students with special educational needs and disabilities (SEND) face “unique challenges” including limited access to appropriate and properly funded facilities. But the authors add: “Inclusive practices - such as adapting sports to accommodate diverse abilities - demonstrate the potential for PESSPA to serve as a vital bridge in reducing inequities and promoting inclusive practice.”

The study revealed “concerning trends in prolonged sedentary behaviour” with 43% of pupils surveyed found to be spending over four hours daily on screens and 23% engaging in “extended sedentary activities.” Further, 7.2% of pupils reported feeling lonely often or all of the time compared to , with pupil happiness at 6.4 compared to .

“Physical activity offers a powerful counterbalance to these challenges, enhancing mood, reducing feelings of loneliness,” MacQuarrie and Hennessey argue. “Schools should actively address concerns by integrating engaging, movement-based activities into daily routines. Programmes that emphasise the fun and social aspects and create comfortable and accessible opportunities for physical activity can shift behaviours and cultivate healthier lifestyle patterns among students.”

In their article, the academics set out a series of recommendations for policymakers and educators to harness “the transformative potential of PESSPA to uplift communities and catalyse generational change.”

These include advice to the Department for Education to “prioritise safe, versatile and inclusive facilities for all schools.” This could be achieved, they suggest, by launching a consultation to gauge the views of “educators, practitioners and school leaders to build a national picture of how this infrastructure in schools needs to be developed and maintained at scale.”

To embed physical activity in school culture, the Department is encouraged to “integrate PESSPA across curricula and extracurricular activities, recognising its role in fostering holistic development.” MacQuarrie and Hennessey continue: “Community assets can also be leveraged here, and local authorities should support schools to strengthen partnerships with local sports organisations to enhance reach and impact.”

To promote equity, they urge policymakers to offer tailored programmes for underserved groups, including girls and children with special educational needs. They add: “As the Children’s Wellbeing and Schools Bill progresses, there is opportunity to embed this into legislation.”

And to tackle sedentary behaviours, the authors advocate “the development of policies and programmes to drive awareness regarding screen time and promote active lifestyles that are valued by children and young people.”

by Dr Sarah MacQuarrie and Dr Alexandra Hennessey is available to read on the Policy@91ֱ�� website. It was included in the Youth Sport Trust's recent , along with which identified locations across England where access to play and sport need more support and encouragement.

Rethinking Sustainability: A Collective Call to Action at The University of Manchester

Wed, 28 May 2025 12:25:30 +0100

The , held from 22–23 May 2025, was the first major event organised by the new working group Sustainability@SEED, led by Heather Alberro, Lecturer in Sustainability at the School of Environment, Education and Development (SEED).

Over two engrossing and thought-provoking days, dozens of staff and students from across The University of Manchester community, alongside practitioners, artists, and activists from across the UK, came together for transdisciplinary discussions on the fundamental transformations needed to challenge systemic drivers of unsustainability and chart more liveable pathways forward.

A key aim was to foreground perspectives and disciplines not typically centred in STEM-dominated sustainability discourses, namely the humanities, social sciences, and activist voices.

Key themes and topics included: the transformative role of hope and imaginaries; cultivating our ecological selves; working with and through climate anxiety; the relationship between war and ecological breakdown; collectively crafting new stories; generating value shifts and cultivating relations of ‘integrity over transaction’; opting for slow research and travel; how mosses might help us rethink the more-than-human ethical dimensions of sustainability; how to disrupt universities’ complicity in climate breakdown; and the need for a distributed ethics that cherishes individuals through collectives.

As speaker Susan Brown (MIE) asked, “What if education were to beat not to the neoliberal economic clock, but to the earth’s clock?” How can we develop an intersectional, ecological approach to sustainability, that recognises extreme inequality, political polarisation, misogyny, systemic racism, transphobia, pollution, and biodiversity collapse as deeply entangled and indivisible crises? And how might we better engage actors beyond our immediate circles, ensuring we don’t merely preach to the converted?

In service of keeping hope alive, these crucial conversations will continue in future events over the coming academic year.

New research urges education sector, employers, and unions to improve conditions for working students

Thu, 22 May 2025 15:01:17 +0100

This three-year national study explores young women’s earliest experiences of work—including paid employment during education—and how these shape inequalities in working life over time.

The project is part of the Economic and Social Research Council’s initiative, the research team is based at the University of Leeds, The University of Manchester, and City St George’s, University of London.

The draw on national datasets and focus group interviews with 83 young women aged 14–23 from schools, Further Education (FE) colleges, sixth forms, and universities across England. The research examines how young women navigate the challenges of part-time employment alongside their education, particularly in a context of rising living costs and growing financial pressure.

To support change across key sectors, the research team has produced tailored for Education, Employers and Industry, and Trade Unions. Each presents key findings alongside sector-specific recommendations.

The findings reveal that young women are 50% more likely than their male peers to work while studying, and therefore disproportionately affected by the challenges of low pay, unsafe environments, and a lack of workplace rights. The research calls on educators not to discourage student work, but to help students understand and assert their rights, and to work collaboratively with employers and unions to ensure fairer conditions.

Webinar to launch the briefings

To mark the launch of the briefings, a webinar will be held on Tuesday, 3 June from 12pm to 12.45pm. .

More about the L-earning project

To find out more about the study and the team, visit the and follow on social media: | |

In memoriam - Professor Julian Williams

Thu, 08 May 2025 12:22:44 +0100

It is with great sadness that we share the news of the death of Professor Julian Williams. Julian was a Professor of Education at 91ֱ�� Institute of Education in the School of Environment, Education and Development at The University of Manchester.

Julian sadly passed away on 25 March 2025 and leaves behind a deep legacy. Following a career in schools, he joined the University as an academic in 1984 teaching and researching mathematics education. Julian completed his PhD in Applied Mathematics PhD at the University of Leeds in 1991.

Through his interest in learning and teaching mathematics Julian explored themes of accessibility, equality and sustainability and his impact and influence were widespread at the University, nationally and internationally.

Julian convened the British Educational Research Association (BERA) , led 91ֱ�� Institute of Education’s developing educational research and practice for a globally sustainable future, and was a member of the which manages Cultural Praxis.

Julian was the Principal Investigator of the Economic and Social Research Council funded Transmaths series of projects beginning with the TLRP Widening Participation Programme project entitled: '’. Julian was also a valuable contributor to The British Academy’s , the Education Endowment Foundation (EEF) of The Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) intervention, and The Higher Education Funding Council for England (HEFCE) Learning Gain project.

Professor Lisa Murtagh, Head of Manchester Institute of Education reflected: “Julian touched countless lives with his wisdom and unwavering dedication. He was a fantastic mentor to many colleagues, and his infectious enthusiasm for mathematics education endeared him to students and colleagues alike. Julian’s legacy of intellectual curiosity and selfless mentorship will continue to inspire all who had the privilege of knowing him. He will be deeply missed.”

An exemplary colleague and intellectual and a credit to 91ֱ�� Institute of Education, the School of Environment, Education and Development and The University of Manchester, Professor Julian Williams will be sorely missed. Our thoughts and sympathies lie with Julian’s family, friends, colleagues and students who had the privilege of knowing and learning from him.

Report highlights how businesses can help tackle loneliness

Wed, 30 Apr 2025 11:20:06 +0100

A trailblazing new report, Business vs. Loneliness, published by the Economics of Mutuality Alliance and The University of Manchester, has urged companies to take a leading role in addressing one of the most pressing yet overlooked challenges of our time — loneliness.

The report presents the results of an extensive global study on loneliness funded by Mars, Incorporated and conducted by the Economics of Mutuality Alliance’s Mutual Value Labs and The University of Manchester. The research is based on over 50,000 individual responses from participants in five countries around the world — the largest dataset of its kind. Respondents from the U.S., Mexico, the UK, Germany, and China shared their experiences in response to survey questions and open-ended prompts.

The report shows that more than 44% of people around the world feel moderately to very lonely. It reframes the issue of loneliness as a wider social and economic problem that needs large-scale, system-wide solutions, rather than as a personal failing.

Drawing on practical case studies, the report demonstrates how purpose-driven companies can turn loneliness into an opportunity for generating both social impact and sustainable business growth by applying the Economics of Mutuality operating model.

One example given is how Asahi Europe & International used hospitality spaces and an online platform to help young adults overcome loneliness through meaningful social connections, based on an in-depth study conducted in the Czech Republic with the Economics of Mutuality Alliance’s Mutual Value Labs.

“Applying the Economics of Mutuality operating model has helped our brands to drive positive societal impact and meaningful commercial growth at the same time,” said Mandikova Drahomira, Group Chief Sustainability Officer at Asahi Group Holdings. “I encourage more companies to join the Business vs. Loneliness change platform and take action toward lasting change.”

Key Findings

Contrary to common belief, and consistent with other recent large-scale studies, loneliness decreases with age. 29% of Gen Z feel lonely compared to 14% of Baby Boomers and the Silent Generation. Yet, most interventions still focus on the elderly — highlighting a gap for products, services, and workplace cultures that prioritise belonging amongst young people.
Perhaps surprisingly, more than 50% of people find positive alone time a helpful way of overcoming loneliness — revealing a powerful opportunity for businesses to design environments, products, and experiences that support solitude, not just social interaction.
14% of people who completed the survey say they have nowhere to go when they feel lonely, but want to connect with others — a clear opportunity for businesses to create connection-friendly spaces in places such as cafés, retail stores, and offices.
60% report experiencing ‘relational’ or ‘collective’ loneliness, not just ‘intimate’ loneliness — opening the door for brands to design experiences that foster everyday social connection.
People not belonging to a group are 1.6x more likely to feel lonely — giving businesses a chance to build community through memberships, loyalty programs, and shared identity experiences.
Dissatisfaction with income doubles the likelihood of loneliness, regardless of actual earnings — suggesting companies can drive loyalty and retention among their workforce by improving perceived financial well-being, not just financial status.

The report launch invites purpose-driven business leaders to join the Business vs. Loneliness change platform, working together with public and non-profit partners to help create a more connected world through business.

To access the report and for more information, visit .

Young people with Special Educational Needs face far more bullying and discrimination

Thu, 10 Apr 2025 08:00:00 +0100

A new report from , which has surveyed 130,000 young people since 2021, has highlighted the experiences of pupils in mainstream schools with Special Educational Needs (SEN). While there were some positive findings, the study found that across a range of headline metrics – mental wellbeing, life satisfaction, self-esteem and emotional difficulties – young people with SEN experience worse outcomes.

The report includes data from over 20,000 young people receiving SEN support or with an Education, Health and Care (EHC) plan in Greater 91ֱ��, Hampshire, the Isle of Wight, Portsmouth and Southampton (of which 9,000 responses were from #BeeWell’s 2024 survey).

The report reveals that young people with SEN or an EHC plan experience much higher rates of discrimination and bullying than their peers. In particular, the rate of discrimination due to a disability is almost three times higher for those receiving SEN support and four times higher for those with an EHC plan compared to those without SEN. One in ten young people without SEN experience discrimination due to a disability, compared to one in four young people receiving SEN support and one in two with an EHC plan.

Young people receiving SEN support are more likely to be bullied physically, relationally and online than those without SEN, and those with an EHC plan are even more likely. The findings indicate that young people with SEN are disproportionately exposed to unfair treatment and negative experiences at school and in their wider lives. Findings also touch on the social consequences of living with SEN, revealing that over 11% of young people with either SEN support or an EHC plan often or always feel lonely, compared to 8.4% of those without SEN.

More positively, researchers found that while participation varies locally, roughly one in three young people with SEN attend young clubs regularly – equivalent rates to those without SEN. Looking at other activities linked to arts, culture and entertainment, such as going to the cinema or theatre (around one in four young people), reading for enjoyment (two in five young people), arts and crafts (two in five young people) and other creative hobbies (two in three young people), those with SEN have similar levels of participation to their peers without SEN.

The report comes after the Parliamentary Office of Science and Technology (POST) published a report which highlighted that the percentage of school pupils in England identified as having SEN has risen to 18.4% - a steep increase of 6% since 2023.

“Our findings show that more needs to be done to make sure that all young people feel safe, respected, and included - both inside and outside of school,” said Dr Chris Knowles from #BeeWell.

#BeeWell is a youth-centred programme led by The University of Manchester, The Gregson Family Foundation and Anna Freud. The #BeeWell survey listens to the voices of thousands of young people in secondary schools every year to understand and improve their wellbeing.

Pupil wellbeing is more important to parents than Ofsted ratings and grades

Thu, 03 Apr 2025 09:00:00 +0100

and the are calling on the government to implement a national wellbeing measurement programme to address the needs of children and young people, after polling found that most parents, guardians and carers consider pupil wellbeing before Ofsted ratings and academic achievement when choosing a secondary school for their children.

The findings come as Ofsted is asking parents, guardians and carers to shape the content of new report school cards, including what should be prioritised in inspections.

A YouGov survey of more than 1,000 parents, guardians and carers co-funded by #BeeWell and the Youth Sport Trust found that 66% of parents selected pupil wellbeing as an important consideration, more so than other factors such as school location (62%), facilities (61%), school culture and ethos (56%) and Ofsted rating (52%). Notably, only 43% of parents cited exam results as a key factor in their decision.

Further reinforcing this trend, 64% of parents agreed that pupil wellbeing is more important than academic achievement.

While parents overwhelmingly value pupil wellbeing, the research highlights a gap between this priority and the support parents perceive is currently available in schools overall. Nearly half (49%) of parents believe that schools need to do more to support student wellbeing, a concern that is particularly pronounced among younger aged parents. Evidence suggests that improving wellbeing not only benefits young people’s personal development, but also enhances their long-term academic success.

#BeeWell and the Youth Sports Trust argue that measuring wellbeing provides crucial insights into the experiences of young people, helping policymakers and educators to implement targeted interventions that promote positive mental health. 75% of parents agree that measuring young people’s wellbeing is essential if we are to improve it - however, there is currently no nationwide system in place to assess and address wellbeing in a meaningful way.

In response to these findings, #BeeWell, with The Children’s Society, Fair Education Alliance and Pro Bono Economics, is leading the coalition of over 50 organisations, including the Youth Sport Trust, who are urging the government to introduce a national wellbeing measurement programme. They say that by systematically tracking and responding to young people’s wellbeing, schools and policymakers can ensure that all children have the support they need to thrive. The wellbeing of young people across the UK remains consistently and substantially lower than peers internationally, and within the bottom 5% of countries surveyed ().

Ali Oliver MBE, Chief Executive at Youth Sports Trust said:

"At the Youth Sport Trust, we know a child's wellbeing is the foundation for their success, both in and out of the classroom, and physical activity including PE, sport and play is vital to their physical, social, and emotional development. When children are healthy and happy, they are ready to learn. It’s encouraging to see through these results more parents are recognising the critical link between wellbeing and academic and personal development, with many now prioritising it when choosing a secondary school. We believe measuring wellbeing can help track progress as well as ensuring support is targeted towards those with the greatest needs.

“Through our development of the Well School and Well School Trust movement, a growing collection of schools and trusts taking positive action to improve education outcomes by supporting the health and happiness of their staff and pupils, we are committed to helping make this a reality. In June, we’re introducing a free Well check service for schools which will help parents easily identify schools committed to nurturing wellbeing, while also supporting schools in creating environments where every young person can thrive physically, mentally, and emotionally."

Ben Levinson OBE, executive headteacher at Kensington Primary School and chair of the Well school collective, said:

"As a parent, headteacher and chair of the Well School Collective, I have always been a strong advocate for prioritising children's wellbeing within schools. Supporting positive mental and physical health has been at the heart of my approach at Kensington Primary School, and I’m proud to say that this focus has played a key role in our Outstanding Ofsted grade. By establishing strong wellbeing practices in primary schools, we help parents see the importance of continuing this focus as they look ahead to secondary education. Wellbeing and school excellence are not competing priorities; they are complementary, essential elements that drive success. That is why it’s so encouraging to see more parents recognising this; when we support wellbeing, we’re creating the conditions for every young person to flourish, and it’s vital that schools and parents work together to make this a priority."

The experts also say that investing in wellbeing is not just a moral imperative - it also makes economic sense. They point to research from  which highlights the substantial financial benefits of prioritising wellbeing, estimating that tackling low wellbeing among young people could deliver billions

To find out more about the national wellbeing measurement programme campaign, visit .

#BeeWell survey highlights wellbeing priorities and challenges for young people

Tue, 01 Apr 2025 11:56:17 +0100

The #BeeWell programme delivers an annual survey as part of their ambition to understand young people’s wellbeing and the things that impact it
Nearly 100,000 young people aged 11-15 in Greater 91ֱ�� have participated in the #BeeWell survey since 2021, making #BeeWell the largest of its kind in the UK
This year, 51.7% of young people report having “good” wellbeing or higher, broadly in line with previous
Newly released data highlights how we can support young people to Live Well across the city-region, making young people’s health and wellbeing everyone’s priority
The impact of the cost of living and food insecurity among children remains high, with one in ten young people reporting food didn’t last in their home

New findings from the latest #BeeWell survey highlight the importance of ensuring every young person has access to everyday support in their wider community. This supports the broader Live Well commitment which seeks to tackle inequalities and improve wellbeing for all residents across the city-region.

Since launching in 2021, the #BeeWell programme, a partnership between Greater 91ֱ�� Combined Authority (GMCA), the Gregson Family Foundation, The University of Manchester and Anna Freud, has engaged almost 100,000 young people in Greater 91ֱ�� to listen to their needs, understand their wellbeing, and drive action to ensure they receive the support they need.

The report highlights areas where Live Well, Greater 91ֱ��’s innovative vision for a shift in how public services and community organisations collaborate, will play a crucial role in ensuring no young person is left behind.

One of the key findings in this year’s report identified urgent challenges around food insecurity, with one in ten young people reporting that on most days, food in their house didn’t last and there wasn’t enough money to buy more. The survey also found that only one in ten young people are consuming the recommended 5 portions of fruit and vegetables a day.

The #BeeWell Youth Steering Group highlighted the need for greater awareness of how nutrition affects energy levels and wellbeing, alongside increased support for families to make healthy choices.

Mayor of Greater 91ֱ��, Andy Burnham, said:

“The #BeeWell findings make it clearer than ever why our Live Well ambition is so important. We are listening to young people, and they are telling us that access to support in their neighbourhoods, safe spaces to go, and someone to talk to are vital to their wellbeing.

“Through Live Well, we are ensuring that every young person, regardless of their background, can get the help they need to thrive. Wellbeing is everybody’s business, and Greater 91ֱ�� is leading the way in putting young people at the heart of this mission.”

Physical activity among girls also remains a concern with the trend continuing from previous years, with just one in four girls meeting the Chief Medical Officer’s guideline of one hour of activity per day.

Young people raised concerns about the sports offered in PE, gendered PE kits that make participation uncomfortable, and a lack of access to free and enjoyable activities in the community.

Live Well will work alongside GM Moving, local councils, and community partners to address these challenges, removing barriers to participation and increasing opportunities for young people to stay active.

Hayley Lever, CEO of Greater 91ֱ�� (GM) Moving said:

“Movement, physical activity, and sport is fundamental to young people’s mental wellbeing.

“The #BeeWell findings highlight the urgent need to accelerate our collective efforts to make physical activity more accessible, inclusive, and enjoyable for all young people.

“I’m so proud of #FeelGoodYourWay and how it shines a light on how movement, physical activity, and sport is changing young lives for the better.

“The right opportunities to move can transform a young person’s life.”

The survey also identified that while 60% of young people feel like they belong at school, the report found lower levels of school belonging reported among girls and LGBTQ+ young people. It also showed lower scores for Year 10 pupils in metrics including sense of school belonging and feeling hope and optimism, when compared to Year 7s.

This drop-off in wellbeing and hope has been a large driver in the development of the Greater 91ֱ�� Baccalaureate (MBacc) which launched this year. The MBacc is transforming technical education in our city-region, supporting all our young people to fulfil their potential and help give them hope for the future.

This year’s survey introduced new measures on access to trusted adults, revealing that while 75% of young people say they have someone to talk to about their worries, boys are less likely to feel that they have someone to confide in than girls.

The #BeeWell Youth Steering believes that improving feelings of school belonging would have a positive impact on overall wellbeing, including increasing hope and optimism for the future.

Saint, from the #BeeWell Youth Steering Group, said:

“It is incredibly important that we run #BeeWell surveys so we can accurately determine where young people need more support.

“By analysing these key headlines, we can target the most significant factors impacting the mental wellbeing of young people and aim for improvements within those areas.

“Every young person should be given the opportunity to flourish and succeed and ensuring this not only provides an environment of safety and belonging for the individual, but will collectively help us progress into a more cohesive and compassionate society in the long run.”

The Live Well ambition aims to tackle these disparities head-on by ensuring every young person has somewhere to go and someone to talk to.

Councillor Mark Hunter, GMCA Portfolio Lead for Young People, said:

“Every young person in Greater 91ֱ�� deserves access to great everyday support. The #BeeWell data provides us with the evidence we need to take action—whether that’s tackling inequalities in school belonging, increasing access to healthy food, or ensuring young people feel safe and supported in their communities.

“We want to bring services and communities together to make our vision for Greater 91ֱ�� a reality, and we are committed to making a real difference to young people’s lives across our city region.”

In response to the findings, #BeeWell will work with Greater 91ֱ��’s ten local authorities to support the development of an action plan to improve young people’s wellbeing across the city-region.

An event will be held in the coming weeks bringing together young people, schools, and community partners to co-design a plan for action based on the #BeeWell insights.

91ֱ�� reveals teenage girls’ own views on why low mood and anxiety is increasing

Tue, 11 Mar 2025 10:10:44 +0000

New research published in has shed light on adolescent girls’ own views on why their demographic is experiencing increasing rates of low mood and anxiety.

The study by researchers including The University of Manchester’s Dr Ola Demkowicz engaged directly with girls aged 16-18 in England to explore their perspectives on this growing public health concern.

It found that many girls feel that experiencing low mood and anxiety is ‘normal’ for their age group, but particularly for their own generation. The girls identified several interconnected factors contributing to these feelings:

• Gendered Expectations: From a young age, girls face constant pressure to conform to strict and narrow stereotypes about how they should look and behave. This includes pressure to be quiet, polite, and beautiful according to very specific standards, which can lead to feelings of insecurity and worthlessness.

• Educational Pressures: The girls described intense academic pressure to achieve top grades and behave perfectly, leaving little room for mistakes. The girls said they felt this pressure may be even greater for girls, who can feel like they are expected to excel.

• Peer Relationships: Challenges in friendships - including comparison, competition and conflict - contribute to stress and lower self-esteem.

• Social Media: Girls suggested that platforms – particularly ones that focus on visual content like Instagram and TikTok – can magnify insecurities by promoting unrealistic standards of appearance and achievement, and create opportunities for excessive comparison that can feel hard to navigate.

The study emphasises that these issues are complex and interwoven, with no easy solutions. Participants themselves cautioned against oversimplifying the problem and highlighted the need to consider individual differences and social contexts.

Landmark study reveals promising mental health interventions for schools

Mon, 10 Feb 2025 11:00:00 +0000

An intervention that helps students normalise their everyday emotions is the ‘most promising’ of several approaches for supporting mental health, according to results from one of the world’s largest school-based mental health trials in which The University of Manchester was a key partner.

The Education for Wellbeing trial, a partnership of the mental health charity Anna Freud and UCL, involved 32,655 students in 513 English primary and secondary schools, testing five interventions. The DfE-funded study ran from 2018 to 2024 and investigated universal school-based interventions to improve mental health awareness and wellbeing.

The results suggest three interventions show promise for school use when implemented consistently and frequently. Experts stress they should be part of a ‘whole-school approach’ for maximum impact.

Since the study began in 2018 the number of children and young people seeking mental health help in England has more than doubled, emphasising the need for evidence-based early intervention.

The three interventions were trialled in primary (Years 4 and 5) and secondary schools (Years 7 and 8). The results revealed that Strategies for Safety and Wellbeing (SSW), a mental health awareness intervention, had the most positive outcomes. It helps students normalise everyday emotions like stress and sadness, differentiate them from mental ill health, and know where to find support. In primary schools, SSW significantly improved mental health literacy - specifically help-seeking intention - and, when fully implemented, also in secondary schools.

In primary schools, daily five-minute relaxation techniques sessions presented by teachers significantly reduced emotional difficulties when delivered frequently and consistently, particularly benefitting children from minoritised ethnic groups. However, in secondary schools, more frequent implementation increased emotional difficulties.

Daily five-minute mindfulness-based exercises significantly reduced emotional difficulties when frequently delivered in secondary schools. However, in primary schools, higher implementation increased emotional difficulties. The study suggests this intervention may increase problems for specific primary school groups, including those with special educational needs and prior emotional difficulties.

Anna Freud, a charity which has supported children and young people for over 70 years, developed SSW with sector experts, school staff, and young people using DfE specifications. The charity is rolling out training to support UK school staff in delivering SSW.

“Schools have a critical role to play in the wellbeing of children and young people and, with the right tools, can even help to prevent mental health challenges. However, there has been a real lack of clarity over which school-based mental health interventions work best,” said Chief Investigator Professor Jess Deighton. “With results from this landmark study, staff now have much-needed guidance to support them in building the mental health and wellbeing of students.”

“The findings of this groundbreaking study come at a time when we need to know, more than ever before, how best to support and promote children and young people’s mental health,” said Professor Neil Humphrey from The University of Manchester.

91ֱ�� highlights importance of sleep for mental wellbeing of teenage girls

Mon, 10 Feb 2025 09:00:00 +0000

A new study by researchers at The University of Manchester, using data from the , has found that sleep plays a crucial role in the mental wellbeing of adolescent girls.

Published in Quality of Life Research, the study tracked nearly 28,000 teenagers in Greater 91ֱ�� over three years and examined how sleep, physical activity, and mental wellbeing are connected.

It revealed that girls' sleep and mental wellbeing are closely linked. When girls reported getting enough sleep, they reported better mental wellbeing one year later. Interestingly, this relationship was found to be reciprocal, meaning that better mental wellbeing also predicted the later sleep quality of girls. This connection was particularly strong between the ages of 12 and 14 - a crucial time when mental health challenges can emerge.

For boys, sleep was also a predictor of their wellbeing, but the study did not find a reciprocal effect - wellbeing did not predict their later sleep quality.

The study also found that sleep patterns of girls were less stable than those of boys, suggesting that it may be a useful target for intervention.

Finally, the study found that for boys, wellbeing predicted their later physical activity levels.

“Our research demonstrates the critical role of sleep in adolescent wellbeing, particularly for girls,” said lead researcher Dr Jose Marquez. “It is therefore vital that young people are empowered with the knowledge, practices and benefits of good sleep habits, in addition to raising awareness of the immediate and longer-term consequences of poor sleep quality.”

These findings underscore the importance of addressing sleep issues to support the mental health of young people and that gender is an important factor when considering how sleep and wellbeing are connected.

The #BeeWell survey, which made this study possible, continues to provide valuable insights into the lives of young people, informing better policies and practices to improve outcomes. The programme is a collaboration between The University of Manchester, The Gregson Family Foundation, and Anna Freud. Visit to find out more.

New project to assess impact of smartphones and social media on young people

Mon, 20 Jan 2025 15:05:18 +0000

A new research project has been launched which will lay the groundwork for future studies into the impact on children of smartphone and social media use.

This is a complex and rapidly evolving issue, with both potential harms and benefits associated with smartphone use. Technology is changing by the day, and scientific evidence creation needs to evolve and innovate to keep up with new developments.

The work has been commissioned by the UK government’s Department for Science, Innovation and Technology after a review by the UK Chief Medical Officer in 2019 found the evidence base around the links to children’s mental health were insufficient to provide strong conclusions suitable to inform policy.

The project - led by a team from the University of Cambridge, in collaboration with researchers including The University of Manchester’s Dr Margarita Panayiotou - is aimed at improving policymakers’ understanding of the relationship between children’s wellbeing and smartphone use, including social media and messaging. It will help direct future government action in this area.

“There is huge concern about the impact of smartphone use on children's health, but the evidence base remains fairly limited,” said project lead Dr Amy Orben. “Our focus will be on deepening our causal understanding of the effects of new technologies, particularly over short timescales, to ensure that decisions are informed, timely and evidence-based.”

Dr Orben’s team will identify which research methods and data sources will be most effective at identifying potential causal relationships between social media, smartphones, and the health and development of children and young people.

The researchers will review and summarise existing research on the impact of smartphones and social media on children and young people’s mental health, wellbeing, physical health, lifestyle and health behaviours, and educational attainment. The review will recognise the diversity of perspectives that exist in this area and consider where further research could add valuable new insights to the evidence base.

They will assess the various methods and data available to understand the causal impacts, including recognising that online habits and emerging technologies are changing at a rapid pace, and considering how the experiences of vulnerable children and young people – for example, LGBTQ+ young people and those with special needs or mental health issues – can be captured in future research projects.

This will allow the team to recommend and outline how future research studies could deliver robust and causal evidence on the impact of smartphones and social media on child development factors in the next two to three years.

"The online world offers immense opportunities for young people to connect and learn - ensuring they can do so in an environment which puts their safety first is my priority and will guide this government’s action on online safety,” said Technology Secretary Peter Kyle. “This vital research will build a trusted evidence base for future action, helping us to protect and empower the next generation towards a safer and more positive digital future."

New study reveals how bullying impacts teenage mental health

Mon, 20 Jan 2025 11:46:30 +0000

A major new study by experts from The University of Manchester has found that bullying has a significant negative impact on the mental health of teenagers - particularly for boys - and has highlighted the need for more effective prevention strategies in schools.

The research, which utilised #BeeWell data from over 26000 young people who were followed from age 12/13 to 14/15, shows that bullying has a profound impact on mental health and is a major factor contributing to internalising symptoms such as anxiety and depression in adolescents. This highlights the importance of addressing bullying to safeguard young people's wellbeing.

There are clear differences in how bullying affects boys and girls. For boys, mental health issues like anxiety and depression led to an increased likelihood of being bullied later on. For girls, being bullied led to later reductions in friendship and social support.

The findings emphasise the importance of positive peer relationships - particularly for girls - as a protective factor against mental health problems. The study suggests that social support can help reduce internalising symptoms.

Bullying is a difficult issue to resolve, and the research highlights that this requires a whole-school approach which includes children, parents and teachers. Schools need to implement comprehensive anti-bullying programmes which address the specific needs of both boys and girls, focus on building positive peer relationships and provide support for those experiencing mental health issues.

This study emphasises that it is essential for education, health and government agencies to allocate sufficient resources to make these prevention programmes widespread and effective. By understanding these complex relationships, safer and more supportive environments for adolescents can be created.

According to the researchers, parents should also be aware of the impact of bullying on their children’s mental health and be proactive in supporting their children's friendships.

The study was published by the Journal of Youth and Adolescence, and is available to view .

#BeeWell wins BERA award for public engagement and impact

Tue, 10 Dec 2024 11:37:07 +0000

The British Educational Research Association (BERA) is a leading authority on educational research. Their annual Public Engagement and Impact Award celebrates a team of researchers whose work has had significant impact and has been delivered in collaboration with their community. #BeeWell is delighted to have been the recipient of this year’s award!

The #BeeWell programme combines academic research with youth-led change to drive collective action and support young people’s wellbeing. Co-designed with young people, the annual #BeeWell survey focuses on the domains and drivers of wellbeing among 12-15 year-olds and has recently been delivered for its fourth consecutive year.

The judges were impressed by #BeeWell’s approach for youth-centred engagement, empowering young people to lead research and decision-making through the youth steering group and young researchers’ programme. The findings from the survey drive collective change, influencing the policies and practices of schools, local authorities, partner organisations, and innovative youth-led community projects and social prescribing programmes.

Research insights from #BeeWell have informed key local and national decision-making, advancing the youth wellbeing agenda across the #BeeWell regions. These include the impact of participating in arts, culture and entertainment activities (), the scale and determinants of inequalities across young people of different genders and sexualities (; ), and how targeted interventions can improve the wellbeing of at-risk young people ().

Read the

Global Scholars gather at Lingnan University (Hong Kong) to explore the future of Chinese Higher Education

Tue, 03 Dec 2024 09:50:26 +0000

The China and Higher Education / ChinaHE network’s seventh annual conference, hosted this year by Lingnan University in Hong Kong in November, brought together over 400 scholars and students from around the globe under the theme “Collaboration and Change: Unleashing the Possibilities for Chinese Higher Education Ahead.”

This dynamic event showcased the collective insights and innovative ideas of participants from diverse regions, including Finland, Ghana, Mainland China, Mexico, Norway, Taiwan, the UK, the US, and Hong Kong and Macao SARs.

The conference marked a significant milestone in fostering international collaboration, featuring both in-person and virtual engagement. Since 2018, the ChinaHE network—led by a team at the 91ֱ�� Institute of Education (MIE)—has provided a platform to examine China’s evolving role in global higher education.

The team, of MIE colleagues (Cheon Yin Chan, Heather Cockayne, Rui He, Miguel Lim and Jenna Mittelmeier) are delighted to see the ChinaHE network continue to grow, fostering a rich exchange of ideas that can shape the future of education in and beyond China.

This year’s partnership with Lingnan University and their academic team led by Lucy Baohua Wu and Anne Tang has been especially impactful, reflecting years of collaboration and mutual commitment to advancing research and understanding.

The visit to Hong Kong also included collaborative activities with Hang Seng University, The Education University of Hong Kong, The University of Hong Kong, and The Chinese University of Hong Kong, to enrich the conference experience with diverse perspectives and local expertise.

For additional insights and highlights from the conference, visit Lingnan University’s or the Hang Seng University’s .

About ChinaHE

is a global network dedicated to exploring China’s growing influence in higher education through annual conferences, research collaboration, and knowledge-sharing. The network, based at the 91ֱ�� Institute of Education, has become a central hub for academics and practitioners committed to addressing the opportunities and challenges shaping higher education in China and the world.

The University of Manchester celebrates launch of Global Humanities Alliance

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

The University of Manchester 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 91ֱ��, 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: The University of Manchester, 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 The University of Manchester, 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 The University of Manchester 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 The University of Manchester. 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:

91ֱ�� shows links between social media use, unhealthy lifestyles and teenage wellbeing

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

A new study from The University of Manchester 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 91ֱ�� Institute of Education, as part of the programme, analysed the habits of nearly 18,500 Year 8 students from Greater 91ֱ��. 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 91ֱ�� 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 The University of Manchester 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 The University of Manchester, 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 The University of Manchester. 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 The University of Manchester receives major award

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

A leading academic from The University of Manchester 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 91ֱ�� Institute of Education, based at The University of Manchester. 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 91ֱ�� 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 The University of Manchester. “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 91ֱ�� 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 91ֱ�� 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 The University of Manchester

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

Initial Teacher Education (ITE) at The University of Manchester 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.

91ֱ�� 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 The University of Manchester. The event facilitated creative collaboration and showcased exceptional research and scholarly activity, with contributions from staff and students from 91ֱ�� 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 The University of Manchester. '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 Manchester 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.

91ֱ�� 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 91ֱ�� 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 The University of Manchester, 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.”