SHRN bids a heartfelt farewell to Professor Simon Murphy, who retires after 12 years of leadership, transforming it into a global model for school health research.
Under his tenure, SHRN has influenced over 30 national policies, shaping school health and well-being research and action in Wales and beyond.
SHRN’s achievements extend far beyond Wales. The network has been instrumental in launching partner initiatives across the UK, including SHINE in Scotland and regional school research networks in England. Internationally, SHRN’s model has guided research pilots in Namibia and Saudi Arabia, reinforcing its global impact.
In ‘Reflections From The Director: Twelve Years of SHRN’ Professor Murphy reflects on SHRN’s incredible journey, highlighting the power of partnerships in its success: ‘At its core, SHRN has always been about partnership, co-production, and translating knowledge into real-world impact’.
SHRN now enters an exciting new chapter under the leadership of Dr Kelly Morgan, who has served as the Deputy Director for several years. In her blog, ‘Looking Ahead: A Shared Vision for the Next Chapter of SHRN,’ she expresses her deep commitment to SHRN’s mission and values: ‘Our commitment to collaboration, delivering high-quality data, and co-producing impactful work with schools will continue to be central to our mission’ .
Dr Morgan expertise in public health research will focus on school health and well-being interventions and data linkage. She has led SHRN’s expansion into primary schools, amplifying younger learners’ voices in the network. Moving forward, she will oversee:
The launch of an innovative school-level dashboard for secondary schools, providing customised insights to empower educators.
Strengthening partnerships between schools, policymakers, and researchersto drive evidence-based improvements in learner health and well-being.
Continued global collaborations, building on SHRN’s international impact to expand school health initiatives worldwide.
SHRN remains committed to its mission of driving research-informed and evidence-based improvements in school health and well-being. With a strong leadership transition, the network is poised for further growth and impact.
As SHRN welcomes Dr. Kelly Morgan as its new Director. Kelly, in this blog, reflects on past successes and outlines plans to expand school partnerships, engage primary schools, and launch a school-level dashboard.
Written by Dr Kelly Morgan
I’m honoured to step into the role of Director of The School Health Research Network (SHRN), following my time as Deputy Director. First, I want to acknowledge the exceptional leadership of my predecessor, Professor Simon Murphy. His dedication and foresight have been instrumental in establishing SHRN as a world-leading network. To all our partners—from school leaders and educators to policy and practice colleagues—I want to reassure you that SHRN’s foundation remains unwavering. Our commitment to collaboration, delivering high-quality data, and co-producing impactful work with schools will continue to be central to our mission. Providing meaningful, timely, and accessible feedback that drives evidence-informed actions to improve learner health and well-being remains our priority.
Our Vision Moving Forward
My vision for SHRN is grounded in both continuity and bold ambition. I aim to deepen our partnerships with schools while strengthening our impact through practical tools, expanded engagement with primary schools, and closer collaboration with key organisations such as Welsh Government and Public Health Wales.
A Leader with Expertise and Vision
As a Senior Research Fellow at the School of Social Sciences and former Deputy Director of SHRN, I bring a wealth of experience in public health research-co-producing and evaluating interventions that support children and young people’s health and well-being. My skills and experience in data linkage help SHRN investigate the wider systems and social factors that affect learners’ outcomes. Recently, I’ve taken the lead in expanding SHRN into primary schools , ensuring we include the perspectives of younger children to guide early prevention efforts. I’m also passionate about promoting physical activity and sport as integral aspects of a healthy lifestyle—an area that continues to inspire my work and my commitment to enhancing learner health and well-being across Wales.
A Proud Past and an Ambitious Future
Reflecting on SHRN’s journey so far, I am reminded of the incredible collaborations that have driven our success. For example, our partnership with schools has led to tangible improvements in learners’ health and well-being. A particularly memorable moment was
listening to school practitioners describe how learner voice groups have used their school’s SHRN report to drive actions like promoting healthier sleep, including delivering education sessions for parents and carers which showcased the power of collective action and evidence-informed practices.
As we embark on this new chapter, our focus will remain steadfast: combining innovation and collaboration to create meaningful change. SHRN will soon launch an innovative school-level dashboard for secondary schools, offering customised insights to empower them in understanding and improving their learners’ health and well-being outcomes.
I’m incredibly proud to work alongside such a talented and dedicated team within SHRN. Their expertise, creativity, and unwavering commitment are at the heart of the network’s success. Their wealth of knowledge and experience ensures that SHRN remains at the forefront of school health innovation. Moving forward, I’m equally committed to continuing to build strong partnerships and collaborations across the wider network — with school leaders, policymakers, and practitioners. It is through these trusted partnerships that we can continue to grow, innovate, and make meaningful changes of children and young people’s health and well-being.
Thank you for your continued support — I look forward to working with you in this next chapter.
Warm regards,
Dr. Kelly Morgan, Director, SHRN
As we embark on this exciting new chapter, I warmly invite all partners to actively collaborate with SHRN. Whether by sharing your insights, participating in our events and webinars,or leveraging the resources we provide, your involvement is vital to our shared success. Together, we can drive innovative solutions and lasting improvements for schools and learners across Wales
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In this blog, Professor Simon Murphy prepares to step down as Director of The School Health Research Network (SHRN) after 12 transformative years, he reflects on the journey of building a pioneering network that has become a global model. In Reflections From The Director: Twelve Years of SHRN, he shares his thoughts on SHRN’s legacy, the partnerships that defined its success, and his hopes for its future. Join us in celebrating his remarkable leadership and the next chapter for SHRN…
When SHRN began in 2013, it was an ambitious experiment rooted in hope and vision. Today, it has become a global model for school health research networks, an essential part of Wales research, policy, and practice landscape.
As I step down from my role as Director of SHRN after 12 remarkable years, I find myself reflecting on the extraordinary journey we’ve taken. It’s also a moment to offer my good wishes to my colleagues, who will carry forward the legacy and steer SHRN into its next chapter.
SHRN: A Unique and Valued Network
In 2013, SHRN was born out of an ambitious idea—to create the world’s first national school health research network. Today, it stands as an essential part of Wales research, policy, and practice landscape. For national and regional stakeholders, SHRN offers indispensable indicators to grasp the health needs of our population. For schools, it’s a cornerstone of health action planning and progress monitoring. For researchers, it’s a unique dataset—a gateway to exploring the nexus of health, wellbeing, policy, and practice.
At its core, SHRN has always been about partnership, co-production, and translating knowledge into real-world impact.
From A Partnership Pilot Study to Pioneering Achievement
This foundational partnership laid the groundwork for what was to come: a national network that would change school health research in Wales and beyond.
How did we achieve so much in just over a decade? My answer is simple: partnerships.
SHRN began with an idea. Could we take learning from clinical research networks that had transformed medical research and apply them to the school setting? Answering that would require meaningful collaborations.
So in 2013 we secured a Medical Research Council grant to pilot the idea and work in partnership with Welsh Government, Public Health Wales (PHW) and all the schools taking part in the HBSC’s Health Behaviour in School Children study that year. The results were resounding – a clear mandate to move forward with the network.
Scaling Up and Sustaining Impact
Over the following six years, with funding from Welsh Government and Health and Care Research Wales, we achieved full participation from all maintained secondary schools in Wales. Today, SHRN serves as a robust infrastructure for data collection and reporting. It meets health and wellbeing data needs across local, regional, and national levels, with 70% of secondary school learners participating in our surveys.
This progress was underpinned by the invaluable guidance of our stakeholder advisory group, representing voices from the national to the local level.
SHRN data informs over 30 national policies and strategies, ranging from statutory mental health guidance, sex and relationship education, connecting communities to address social isolation and loneliness, education curriculum reform, physical activity, and tobacco control delivery plans.
Data Integration:
Through our partnership with the PHW observatory, SHRN data supports informed, data-driven health and wellbeing planning at both national and regional levels. SHRN data facilitates targeted action planning aligned with health priorities across Wales, ensuring policymakers and regional stakeholders have reliable insights at their disposal.
School Improvement:
Schools use SHRN data for self-evaluating health and well-being and driving school improvements. Estyn has even recognised SHRN as a vital data source for school inspections. The high coverage of the SHRN survey enables the health, education, and school experience of small and/or vulnerable population subgroups to be monitored, for example, children looked after, young carers, and young people of gypsy traveller heritage.
‘Research Ready Schools’
With a network of research-ready schools, SHRN co-produces and evaluates school-wide interventions. Currently, this supports a research portfolio valued at over £35 million.
Capacity Building Activities:
Capacity-building activities, including research briefings, webinars,case studies and events, facilitate the translation of evidence into policy and practice. Regular consultations with stakeholders and educators ensure the network’s outputs remain both relevant and transformative.
Longitudinal Data Linkage:
Longitudinal data linkage is now in place, meaning the determinants of physical and mental health and their impact on attainment and health service use can be better understood.
Knowledge Exchange:
SHRN prioritises knowledge exchange through research briefings, interactive webinars, and tailored resources. These efforts ensure that data insights are accessible and actionable, bridging research, policy, and practice.
Beyond Wales – across the UK and internationally
SHRN has also made its mark across the UK and globally.
We have been instrumental in the development of SHINE, a partner network in Scotland, SHRN in the South-West of England, the Greater Manchester Bee-Well network and are currently working with NIHR Oxford Health Biomedical Research Centre on a school research network for mental health.
SHRN was invited by the World Health Organization (WHO) to contribute to the planning of a European-wide pilot school health network in 2018-2019 The SHRN model informed a call from the WHO to develop pilots for school led data practice in India, Ghana, Jamaica, and Morocco. Whilst we have worked with the Namibian government to set up SHRN in schools in Africa and are now in discussions with partners in Uganda and Saudi Arabia.
A Final Thank You and Looking Forward
Reflecting on our achievements, the second key to our success becomes clear- teamwork.
Although I have led SHRN from its inception, its success is down to the SHRN team. So I would like to extend my thanks to them. To those who were at the start of this journey and to those that will now be taking this forward. I leave the network in the more than capable hands of Dr Kelly Morgan. I have worked with her for over ten years, and we have achieved great things. She has proved herself to be an invaluable Deputy Director for SHRN and will now do so as Director.
Finally, to the schools—your leadership teams, teachers, parents and carers, and especially the learners—thank you. Your enthusiasm and commitment have been the heart of SHRN’s success. Together, we’ve built something extraordinary, and I can’t wait to see what the future holds.
My hope is that SHRN will continue to grow, adapt, and inspire others to champion the health and well-being of children and young people worldwide.
Warm regards, Professor Simon Murphy, Former Director, SHRN
SHRN’s success has always been a shared endeavour. As we step into the chapter, let’s continue building partnerships, driving innovation, and championing the health and well-being of young people across Wales and the world. Stay connected and join us on this exciting journey.
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In support of The SHRN Student Health and Well-being Survey in Primary Schools, the SHRN team recently showcased emotional and mental well-being activities at events hosted by the WNHWPS Cardiff and Vale Healthy Team. These events provided a platform for schools to discuss their practices and explore the Welsh Government’s ‘Framework on Embedding a Whole School Approach to Emotional and Mental Well Being.’ Attendees, including Barnardo’s, Cardiff and Vale University Health Board, the NSPCC, and Public Health Wales, shared insights and experiences. Throughout the events, schools referenced the valuable data driven insights gained from theirSHRN reports, using data to identify key areas for development. This SHRN data-driven approach has become a vital tool for schools in their self-evaluation of the Whole School Approach. Additionally, we engaged participants with an interactive arts-based activity focused on emotional and mental well-being.
Data Driven Insights
Throughout the event, many schools referenced the valuable insights they’ve gained from theirSHRN school level report and data. By analysing their bespoke data, these schools have been able to identify key areas of development for learner health and well-being. This SHRN data-driven approach has become a vital tool for schools in their self- evaluation of the Whole School Approach.
Engaging Activities
In addition to the school presentations, we were also invited to engage participants – both learners and teachers – with an interactive activity that tied directly into the central themes of emotional and mental well-being. Wanting to offer something engaging, creative and memorable, we turned to arts-based research methods.
Creative Methods in Action
Cardiff University’s School of Social Sciences has a strong tradition of using creative and arts-based methods to help people explore and communicate complex and challenging topics. These include the experiences of looked-after children (Mannay et al. 2023), young people’s experiences on gender and sexuality (Timperley 2024), and online social and romantic relationships (Marston 2023).
When topics are hard to talk about, or have strong embodied and emotional qualities, creative activities – like making cut-up poetry, building with clay, sandboxing and painting – can help people express their feelings in a way that words sometimes can’t.
Though we weren’t conducting formal research at the event, we felt these creative methods might support children and adults attending to carefully consider their own experiences of mental and emotional well-being – and to connect the SHRN Student Health and Well-being Survey in Primary Schools to their own lived experiences and work contexts.
This activity invites participants to create little figures using pipe cleaners, craft wire, or wax yarn, which can be shaped into different poses. Participants are then invited to ‘guess the feeling’ expressed by the poses of one another’s figures. The exercise invites participants to question whether our feelings are always visible – and when they are visible, whether our feelings might look similar to, or different from, those of other people.
A Successful Engagement
To our delight, the activity was a huge hit! By the end of the day our SHRN stand festooned with small colourful figures of different shapes, sizes and poses. The children returned to collect their creations and take them home. One learner even expressed how much she enjoyed the activity and asked her teacher if they could do it again at school!
Conclusion
Although we didn’t have much time to dive into the details of the activity with everyone who stopped by, we hoped that by discussing the SHRN Student Health and Well-being Survey in Primary Schools in such a fun and supportive setting – while making and posing the expressive little figures – encouraged attendees of all ages to consider the importance of supporting emotional and mental well-being, whilst also highlighting how emotions can be diverse and hard to fully capture in just one expression or form.
Get involved and make a difference! Read ourlatest blog posts to discover innovative ways to support emotional and mental well-being in schools.
Follow us on Bluesky and LinkedIn for more updates and resources from SHRN. Together, we can create healthier, happier learning environments for all learners in Wales!
About the Authors
Dr. Max R Ashton, Research Assistant
I joined the DECIPHer April 2024, as a research assistant supporting the activities of SHRN. I have a long history as a student at Cardiff University (BSc Human and Social Sciences, MSc Social Science Research Methods, PhD) which began in 2016. My academic background incorporates critical social Psychology and Education, with a specific research focus on school-based relationships and sexuality education (RSE). My PhD research incorporated diverse qualitative methods within a novel ‘post-qualitative’ theoretical approach, to explore Welsh teachers’ and pupils’ experiences of RSE provision during the rollout of the national Curriculum for Wales. My research interests include gender and sexuality, theorising complexity within organisations, and exploring the processes by which policy is translated into practice in education.
Charlotte Wooders, Engagement Manager
Charlotte is responsible for delivering knowledge exchange and engagement activities, bringing together the SHRN team, partners who use our research and wider communities to share ideas, evidence, and expertise. She also works with schools and partners across Wales, to showcase and demonstrate the impact of SHRN data, in how it creates a real and positive difference to the health and well-being of children and young people. Charlotte has previously worked in the third sector, delivering regional and national programmes and co-production initiatives to support and improve practice and policy outcomes for vulnerable children, young people, and families. She has also previously contributed to several DECIPHer and CASCADE publications and research studies, supporting stakeholder engagement and knowledge exchange activities.
We’re happy to announce that an update to the Secondary School Health and Well-being SHRN Data Dashboard is launching on 8th May!
This latest release will introduce nearly 30 new topics, providing fresh insights into the health and well-being of secondary school learners in Wales, on both a national and regional, with results from the 2023 SHRN survey.
Some of the new topics included in this update are:
Vaping data – Understanding the prevalence of e-cigarette use among young people.
Problematic social media use – Exploring the online behaviours of students in Wales.
Gambling – Looking into particular patterns within certain age groups and genders.
Join Our Webinar on 8 May!
To coincide with the launch, Public Health Wales will be hosting a webinar open to all. This session will cover:
A detailed overview of the new data and changes to the dashboard
Our future plans for developing the dashboard further
An opportunity to ask questions with colleagues from Public Health Wales (PHW) and The School Health Research Network (SHRN)
To register for the webinar please follow this link. We look forward to seeing you there on the 8 of May!
Through the use of their School Health Research Network (SHRN) data and targeted interventions, Whitmore High School has made positive strides in enhancing learner health and well-being.
By analysing SHRN data, the school identified key areas for improvement and implemented specific strategies to address them, focusing their attention on learner fulfilment, school connectedness , and overall life satisfaction. These targeted interventions have led to improvements in learner health and well-being, demonstrating the school’s commitment to placing health and well-being at the forefront of its mission. As a result, learners are better equipped to thrive both in school and beyond, ensuring they have the best possible opportunity for success.
Click below to find out more
Whitmore High School: Where SHRN, Health & Well-being and Meaningful Connections Shape the School Community
We are thrilled to announce that our organisation is transitioning from Twitter / X to Bluesky and LinkedIn for our social media updates and engagement. This move allows us to better connect with our community, share more in-depth content, and engage in meaningful conversations.
You can now follow us on Bluesky @shrnwales.bsky.social and on LinkedIn at ‘The School Health Research Network’. On these platforms, we will continue to share the latest news, updates, and insights about SHRN. We look forward to engaging with you in new and exciting ways.
We encourage you to follow us on Bluesky and LinkedIn to stay updated with our latest content.
A recent study using SHRN data, has revealed a concerning trend among secondary school learners in Wales. It reveals that perceived pressure from schoolwork has doubled over the past two decades. This increase in academic stress is closely linked to a rise in emotional problems among young peoples, raising public health and well-being concerns.
The comprehensive analysis revealed that since 2009, the number of learners reporting intense schoolwork pressure has nearly doubled, with 26% feeling significant pressure in 2021. Older female learners are particularly affected.
‘It’s concerning to see how many young people in Wales are overwhelmed by perceived schoolwork pressure, especially girls. We must investigate further why these pressures are escalating. Understanding the root causes of these pressures is crucial for developing effective interventions to support young people.
‘Future research must urgently explore whether changes in perceived schoolwork pressure are due to more pressurised school environments, shifting expectations, or other challenges. This understanding is vital to prevent further increases in schoolwork pressure and young people’s mental health problems’.
As a member of the research team for the study titled Change over time in perceived schoolwork pressure and associations with emotional problems among 11–16-year-olds: A repeat cross-sectional study in Wales, I was involved in exploring a pressing issue: the surge in emotional problems among young people in Wales. This alarming trend has left many of us wondering why it’s happening, yet there are so few studies investigating the underlying causes. That’s why our research is both timely and crucial. By leveraging data from The School Health Research Network (SHRN), we uncovered trends in emotional problems and perceived schoolwork pressure, shedding light on the challenges faced by today’s young people.
Did you know that one in four learners in Wales reported experiencing significant schoolwork pressure in 2021?
This was one of the key findings from our study, which used secondary data spanning 2002 to 2021. The study aimed to examine trends in perceived schoolwork pressure and emotional problems in Wales over this period, and to determine if changes in schoolwork pressure could explain the rise in emotional problems.
Prior to conducting this study, I spoke with members of our Youth Advisory Group at the Wolfson Centre for Young People’s Mental Health – Cardiff University at Cardiff University. They shared concerns about the amount of schoolwork and exams that they have, and how they feel pressured to excel to get into university. Speaking to the young people highlighted just how important it is to understand and address these school-related pressures.
Since 2009, the number of learners in Wales reporting schoolwork pressure has nearly doubled, with around 26% feeling a lot of pressure in 2021. This pressure was most commonly reported by older girls and explained some of the rise in emotional problems among young people. These findings highlight an important public health concern. Young people in Wales are experiencing increased levels of schoolwork pressure, which are consistently associated with higher levels of emotional problems.
Why are young people experiencing increased pressures?
The study utilised secondary data from The Health Behaviour in School-aged Children (HBSC) study and survey data from The School Health Research Network (SHRN). These surveys included nationally representative samples of secondary school pupils in Wales from 2002 to 2021, encompassing data from over 300,000 individuals. The proportion of young people in Wales perceiving a lot of schoolwork pressure increased between 2009 and 2021, mirroring similar increases in emotional problems. Understanding why young people are experiencing increased pressures is crucial for public health and could inform interventions to help young people cope with academic and societal demands.
Future studies should investigate whether changes in perceived schoolwork pressure reflect more pressurized school environments, shifts in young people’s or societal expectations, or other challenges affecting young people’s ability to cope. This understanding is key to preventing further increases in schoolwork pressure and young peoples’ mental health and well-being.
Our study raises important concerns about the pressures faced by young people in Wales. The overall increase in schoolwork pressure may have contributed to the rise in emotional problems, particularly among girls. Understanding the reasons behind these pressures is essential to preventing further increases and addressing mental health and well-being issues. A broader cultural shift towards managing academic demands may also be necessary to support the healthy development of future generations.
In conclusion, our study highlights a growing concern: the increasing levels of perceived schoolwork pressure among young people in Wales and its association with rising emotional problems. This trend underscores the urgent need for further research to understand the underlying causes and to develop effective interventions. By addressing these pressures, we can help young people manage academic and societal demands more effectively, ultimately better supporting their mental health and well-being.
Thank you for taking the time to read about our research. By understanding and addressing the pressures faced by young people today, we can work towards creating a healthier and more supportive environment for future generations of children and young people.
What do you think are the main reasons behind the increasing schoolwork pressure among young people today?
Do you have any ideas or suggestions for future research on this topic? What aspects do you think need more attention?
Your thoughts and experiences are valuable. Share them with us by emailing shrn@cardiff.ac.uk.
I am a Research Associate based at the Wolfson Centre for Young People’s Mental Health. My research focuses on population changes in child and adolescent mental health. I am particularly interested in time trends and in understanding the factors that may have contributed to recent increases in depression and anxiety. I am also interested in resilience and predictors of positive mental health and well-being and have previously conducted research on resilience following peer victimisation. Read more…
Transitioning from primary to secondary school can be a significant milestone in a young person’s life. While many students navigate this change smoothly, others may find it challenging. A recent study using SHRN data delves into how socioeconomic status (SES) i.e. a family’s economic and social position, determined by factors like income, education, and occupation, might be associated with the transition experience, young people’s mental health and experiences of bullying.
In Wales we have increasing numbers of ‘all-through’ or ‘all-age’ schools, where young people can remain in the same school from age 3 to 16 or 18. This provides an interesting natural experience to explore whether mental health and bullying outcomes differ between children who transition to secondary school at age 11 years and those who remain in all-age schools in Wales. It uses advanced statistical methods to compare the outcomes for students in their first year of secondary school.
Key Findings
Socioeconomic Status and School Type:
Low SES Students: The study found some evidence that students from low SES backgrounds may experience fewer peer problems, conduct issues, and bullying victimisation when attending all-age schools compared to secondary schools.
High SES Students: Conversely, students from high SES backgrounds tended to have more positive outcomes in secondary schools.
School Connectedness:
The research explored whether school connectedness could explain the differences in outcomes but found no evidence that it mediated the relationship between school type and mental health or bullying outcomes. However, high levels of school connectedness were associated with better mental health and lower bullying in both types of school.
Implications for Educators and Policymakers
The findings suggest that all-age schools might help reduce health inequalities caused by SES. For students from low SES backgrounds, the continuity provided by all-age schools could offer a more stable and supportive environment, mitigating some of the challenges associated with transitioning to a new school.Those with high SES may benefit more from transitioning to a secondary school. We suggest that this may be because moving to a new school at the end of year 6 provides greater opportunities for personal growth and development, but only if a child has the coping resources and resilience needed to transition successfully into the new environment.
Conclusion
This study provides valuable insights into how different school structures can impact students’ mental health and experiences with bullying. By understanding these dynamics, educators and policymakers can better support students during critical transition periods, ensuring that all young people have the opportunity to thrive.
Share your experiences, and advocate for policies that promote school connectedness and mental well-being by emailing shrn@cardiff.ac.uk.
For more detailed insights, you can access the full research publication here.
About the author
Dr. Caitlyn Donaldson is a Research Associate at Cardiff University, specialising in the intersection of socioeconomic status, school connectedness, and child health and well-being. With a PhD in the transition from primary to secondary school and its impact on young people’s mental health, Dr. Donaldson’s research focuses on understanding and addressing health inequalities among children. Her recent work includes a comprehensive analysis of The SHRN Student Health and Well-being Survey in Primary schools, highlighting the critical role of school and family socioeconomic status in shaping children’s health outcomes.
