The pupils most at risk

• Pupils receiving SEN support were more than twice as likely to be suspended as pupils without SEN, while those with an EHCP also had more than twice the odds of suspension.
• Pupils eligible for free school meals were nearly two and a half times more likely to be suspended than those who were not eligible.
• Pupils reporting higher levels of peer pressure and experiences of bullying victimisation were more likely to be suspended.
• Pupils who reported they had used any substance in the past 30 days were nearly three times more likely to be suspended than those reporting no recent substance use, in part because substance use is itself direct grounds for suspension under DfE guidance.

What could help prevent suspensions?

• School belonging, satisfaction with academic attainment and positive relationships with school staff were all associated with lower odds of suspension.
• Stronger emotion regulation was also associated with lower suspension risk.
• Suspensions are associated with multiple overlapping individual and school-level factors, highlighting the need for preventative approaches that address underlying needs rather than relying solely on disciplinary measures.

The research used data from the #BeeWell programme, a youth wellbeing measurement programme led by The University of Manchester in collaboration with Anna Freud, a children’s mental health charity, and the Gregson Family Foundation.

The #BeeWell survey captures young people's wellbeing alongside factors that can influence it, including school experiences, health behaviours, peer and family relationships and neighbourhood characteristics. Survey responses can be linked with administrative data held by participating local authorities, allowing researchers to examine young people's experiences alongside information about suspension and exclusion.

The researchers analysed data from 19,064 pupils in Years 8 and 10 across 69 mainstream secondary schools in Hampshire and Southampton during the 2023/24 academic year. Around six per cent of pupils in the study had been suspended at least once during the academic year.

Looking beyond suspension and moving towards engagement

“Our findings show that suspension is not simply about what happens in an individual classroom or about a young person's behaviour in isolation,” said lead author Dr Stephanie Cahill. “Pupils' experiences of disadvantage, their relationships with peers and staff, their sense of belonging and their additional educational needs all form part of a much more complex picture.

The researchers say the findings highlight the importance of early intervention and preventative support, particularly for pupils experiencing disadvantage or additional educational needs.

Supportive relationships between pupils and school staff, as well as a strong sense of belonging, may play an important role in helping young people remain engaged with education.

The study also highlights the importance of understanding the different pathways that can lead to suspension– a one-size-fits-all approach is unlikely to work for all pupils.

The researchers caution that the study identifies associations rather than causal relationships. Further research is needed to understand the mechanisms underlying these patterns and how schools can most effectively intervene to prevent suspensions.

“We recognise that the current climate within education has meant that many teachers are working under very challenging conditions and that often ‘blanket’ approaches are taken due to limited capacity,” said Professor Neil Humphrey. “In order to ensure more work can be done to understand individual pathways and prevent suspensions, there needs to be increased support for schools from the government.”

You can find helpful resources from #BeeWell on school belonging here.

Publication details

The study was published in the British Educational Research Journal.

DOI: https://doi.org/10.1002/berj.70250

Pathways for Growth and Prosperity: A Blueprint for Skills Development in Greater Manchester outlines how partners can work more closely together to better understand local skills needs, create clearer routes into employment, and ensure learners can access the opportunities that are right for them. It has been developed alongside Greater Manchester's Local Skills Improvement Plan (LSIP) and coincides with the United Nation’s World Youth Skills Day.

Drawing on the first combined analysis of further education, higher education and employer demand data across Greater Manchester, the report provides a detailed, evidence-based picture of current and future skills needs across the city-region.

Professor John Holden, The University of Manchester’s Vice-President for Civil Engagement and Innovation said: "This report is an important step forward in developing a more connected skills system for Greater Manchester. It is a fantastic example of what can be achieved when universities, colleges, employers and public sector partners work together.

“At The University of Manchester, developing the skills and talent our city region needs is central to delivering our Manchester 2035 strategy. By working with partners to strengthen pathways into learning and employment, we can play our part in creating a more inclusive and prosperous Greater Manchester, ensuring that more people and businesses can benefit from the opportunities being created in our city region.

“We look forward to continuing to work with our partners across Greater Manchester to turn the report's recommendations into action."

Andy Dainty, Manchester Metropolitan University's Vice Provost and Pro-Vice Chancellor Education, who co-led the project, said: “Our new report sets out practical recommendations to help ensure that post-16 education and training provision is shaped by local demand, supports priority sectors and responds to the changing needs of employers and learners.

“At its heart, this work is about increasing options at Level 4 and 5 (advanced vocational qualifications that build specialist skills), strengthening pathways into skilled employment, and ensuring people can access learning that is right for them.

“Grounded in evidence and developed alongside the Local Skills Improvement Plan, this collaboration brings post-16 providers together around a common goal – to deliver skills provision that is rooted in local need, responsive to employer demand, and focused on improving outcomes for learners and communities.”

Julia Heap, Chair of GMColleges, said: “This report is an important step towards creating a more joined-up skills system for Greater Manchester. By bringing together partners from across education, employers and the public sector, it sets out a shared approach to developing the skills our economy needs.

“GMColleges is proud to have supported this work, which recognises that collaboration is key to creating clearer pathways into skilled employment and supporting inclusive growth across the city region.”

The report’s recommendations are centred on four priorities:

1. A single, integrated data system: Creating a shared, Greater Manchester-wide view of learner journeys from education into employment, to enable better planning and accountability.

2. A coordinated approach to careers and pathways: Providing a single source of truth for learners, improving understanding of both academic and technical routes and supporting informed choices.

3. Employer voice embedded throughout the system: Moving to a more systematic, region-wide approach to employer involvement in curriculum design, delivery and progression.

4. Flexible, modular pathways across institutions: Enabling learners to move between colleges and universities, build skills over time, and access short, industry-aligned learning.

The recommendations are designed to support Greater Manchester's ambitions for good growth by helping learners access opportunities in key sectors while ensuring employers can recruit and retain the talent they need.

They are closely aligned with the overarching priorities of the LSIP, ensuring that post-16 education and training provision responds effectively to local skills needs. In particular, the recommendations address employer-identified challenges around increasing employer engagement with the skills system and training uptake, and enhancing careers education, information, advice and guidance (IAG).

As set out in the report, learners currently face disjointed pathways and unclear progression routes, particularly for non-traditional Level 6 options; curriculum can struggle to keep pace with rapidly changing employer skills needs; data is inconsistent and disconnected, limiting system-wide insight; and alternative pathways at Levels 4 and 5 remain small in scale.

At the same time, analysis shows strong foundations to build on. University enrolments in priority sectors have grown 29% since 2019/20 and an average of 40% of graduates remain in city region – retaining more Greater Manchester graduates than any other region attracts. These graduates go on to secure full-time employment within 15 months of graduation.

Nicola McLeod, Director of Education, Work and Skills at Greater Manchester Combined Authority, said: “Greater Manchester has a clear ambition: we want residents to gain the skills they need to move into good jobs, while supporting employers to build the workforce they need to grow. 

“This report reflects Greater Manchester at its best, bringing together employers, colleges, universities and partners behind a shared vision for how we develop the skills, education and training our city region needs.  

“By listening to what businesses need and acting on the same evidence, we can align learning with real jobs, give residents clearer routes into good careers and ensure even more people benefit from the opportunities being created across our city region.” 

Emma Holt, President and in-coming CEO of Greater Manchester Chamber of Commerce said: “Greater Manchester Chamber of Commerce is delighted to be a partner in this important piece of work. As the Employer Representative Body for the region’s Local Skills Improvement Plan, we are acutely aware of the skills challenges businesses and employers face, and the need for continued action to solve these issues, which is fundamental to the prosperity of the city region.

“This report is another example of collaboration between key stakeholders, and, aligning with the Local Skills Improvement Plan, includes the systematic embedding of the employer voice as a core recommendation.”

·        Understanding how AI works and where it can make mistakes

·        Making good judgements in complex situations

·        Thinking about the ethical consequences of decisions

·        Communicating and working effectively with others

·        Adapting to new technologies and ways of working

Rather than producing technical AI experts, the paper argues universities should prepare graduates who can question AI-generated information, recognise its limitations and apply human judgement to real-world problems.

Looking beyond plagiarism concerns

The study also argues that universities have focused too heavily on concerns about cheating and AI-generated coursework.

Instead of relying mainly on AI detection tools, the paper calls for assessment methods that better test students' thinking, judgement and understanding.

Suggested approaches include oral examinations, reflective accounts of how AI was used, collaborative projects and exercises based on real-world challenges.

According to the study, these approaches are better suited to assessing the skills that remain distinctly human and are increasingly valued by employers.

AI should be discussed across degree courses

The paper argues that AI should not be treated as a specialist topic limited to technology courses. Instead, universities should help students understand how AI is affecting issues such as government, public services, inequality, employment and international development.

The study warns that graduates entering careers in government, charities, international organisations, consultancy and public services are likely to encounter AI-powered systems throughout their working lives, regardless of whether they have a technical background.

What the researcher says

“The debate about AI in universities has often focused on whether students are using chatbots to complete assignments,” said Dr Kelechi Ekuma. “While those concerns are understandable, they risk missing a much bigger transformation. AI is changing how knowledge is created, how decisions are made and how many jobs are carried out - universities need to think carefully about how they prepare students for that future.”

"The skills that are likely to matter most are those that AI struggles to replicate, such as critical thinking, ethical judgement, communication and the ability to understand complex social issues."

Publication details

The paper was published in journal Frontiers in Education.

DOI: https://doi.org/10.3389/feduc.2026.1868968 

Nearly one in five primary school children are now experiencing a probable mental health disorder - more than double the rate in 2011 – according to analysis published today by Health Equity North on behalf of the Child of the North All-Party Parliamentary Group (APPG).

Children and young people growing up in disadvantaged communities, particularly across parts of the North of England, are more likely to experience cumulative adversity, poorer wellbeing, and reduced access to support.

The report, ‘Building a Preventative Mental Health System for Children and Young People’, shows that demand for support is rapidly outpacing capacity, leaving hundreds of thousands of children without help.

The report shows:

• Around one-third of adolescent mental health problems could potentially be prevented through action on child poverty.

• A record 850,000 children accessed NHS mental health support in 2025

• Around 385,000 children are still waiting for mental health support.

• Children with mental health difficulties are three times more likely to miss significant amounts of school, highlighting the impact on educational outcomes and long-term life chances.

• One in four children referred for specialist mental health support are turned away.

The report authors, led by academics from The University of Manchester, stress that these patterns reflect wider inequalities in poverty, housing, and access to community support and that the NHS “cannot treat its way out” of the crisis. Report recommendations call for a shift towards prevention, tackling the root causes of poor mental health.

The research also highlights how the consequences of adverse childhood mental health can lead to poor health and opportunities as an adult.

Without early and holistic intervention, it warns that rising mental health problems among children will continue to translate into higher levels of youth disengagement and long-term economic inactivity.

Professor Pamela Qualter, Director of Research (SEED) at The University of Manchester, and lead report author, said: “Research shows that mental health inequalities begin very early in life, often before a child is even born. We see higher rates of perinatal mental health difficulties among parents in parts of the North, and these challenges can have lasting impacts on children’s emotional development and wellbeing.

“Children’s mental health is shaped by the environments and services that support them - including family circumstances, poverty, housing, and access to support. These factors accumulate over time, increasing the likelihood that some children face multiple and reinforcing disadvantages.

“If we want to reduce mental health inequalities, we need to think much earlier and much more holistically. Supporting parents, families and communities is one of the most powerful

ways we can improve outcomes for children and prevent problems from escalating later in life.”

Emma Lewell MP, Co-Chair of the Child of the North APPG, said: “Today’s mental health crisis among children and young people cannot be seen in isolation. It is closely linked to wider social and economic challenges, including rising school absence, exclusion, and increasing numbers of young people disengaging from education and employment.

“The impact of children missing school is particularly concerning as school disengagement is a key pathway into becoming NEET (not in education, employment or training). There is also a pressing need to ensure that NEETs have access to sustainable employment opportunities, alongside sufficient placement opportunities to support participation in education, skills development and vocational training. Poor mental health, absence and exclusion reinforce each other over time - leading to higher risks of unemployment, poorer health outcomes and reduced life chances in early adulthood.

“If we are serious about tackling youth unemployment and reducing the number of young people who are NEET, we must start by addressing children’s mental health and the inequalities that drive it.

“Improvement is not a pipe dream - there are already many examples of positive action across the North, with charities, community groups and education services providing support for young people. These models can be replicated across the country to support health and school services in tackling these urgent issues.

“With targeted investment to support interventions to help those in need now, and a more prevention focused mindset for future generations, there is a chance to turn the tide. We are calling for stronger coordination across healthcare, education, local government and the voluntary sector to deliver a more joined-up, preventative system that supports children earlier and reduces long-term inequalities.”

Hannah Davies, Executive Director of Health Equity North, said: “Children’s mental health is not just a health issue – it is a social and economic issue that requires coordinated action across society.

“Improving outcomes will require sustained investment in tackling child poverty, strengthening family support, improving inclusion and belonging in schools, and rebuilding youth and community services. These are not ‘nice to have’ interventions – they are critical to preventing problems before they escalate.

“This report makes clear that without early, coordinated action, we risk experiencing a lost generation, with a cycle of disadvantage that will affect not just individuals, but our economy, education system and communities for years to come. The evidence is also clear that with the right investment in prevention, we can change the trajectory and give more children the chance to thrive.”

Read more about the report findings and its recommendations here: https://www.healthequitynorth.co.uk/childrens-mental-health-crisis-risks-fuelling-lost-generation The full report can be accessed at https://www.healthequitynorth.co.uk/app/uploads/Building-a-Preventative-Mental-Health-System-for-Children-and-Young-People-Report-June-2026.pdf

A series of standout sessions highlighted both the opportunities and challenges of AI in education. A student panel offered candid, first-hand perspectives on global AI inequalities, sharing lived experiences of access, bias and studying in different contexts - the discussion underscored how uneven access to AI tools continues to shape learning outcomes worldwide. 

Plenary discussions also formed a central part of the programme. A panel chaired by Professor Khalid Nadvi, Head of the School of Environment, Education and Development, welcomed Mohamed Elrefai (Senior Director and Head of Worldwide Education, Adobe), Professor Mirjam Hauck (Academic Lead for AI in Learning, Teaching and Assessment, Open University) and David Raho (AI Design and Delivery Manager, HM Prison & Probation Service), exploring AI adoption among disabled and neurodivergent learners, alongside the structural barriers to equitable participation. 

The opening plenary panel featuring Dr James Brooks, Professor Jenn Hallam, Sami Karamalla Gaiballa, Professor Rebecca Hodgson and Professor Juup Stelma focused on AI and inclusion at The University of Manchester. The panel explored how institutional approaches can meaningfully embed inclusion within AI-enabled education, highlighting both progress and areas requiring further development. 

Recent studies led by colleagues from the Manchester Institute of Education highlighted both opportunities and risks. Most recently, research led by Dr Skye Zhao has found that students with disabilities were already using generative AI to overcome barriers in their learning, yet because these tools were not formally recognised as assistive technologies, their use remained ambiguous, uneven and often financially burdensome. 

Dr Skye Zhao’s global research, involving more than 600 students and educators, highlighted persistent digital divides, alongside linguistic and cultural biases embedded in AI systems. These challenges were particularly acute in the Global South, where access and localisation remained uneven. The report can be accessed here. 

Drawing on the challenges identified in recent research, the conference was an opportunity to discuss the key priorities for advancing inclusion in AI-enabled education, including sharing these challenges, cross-sector collaboration, and future research directions. 

Missed the conference? Listen to our vodcast, which captures some of the big debates with AI in Higher Education.

“More young people are reporting good wellbeing, loneliness is falling and emotional difficulties are reducing – which are encouraging findings – but the picture is not the same for everyone. Significant inequalities remain, particularly for LGBTQ+ young people and those with special educational needs, and that remains a major challenge.”

Report details

The latest #BeeWell findings report can be found here.

Professor Neil Humphrey, academic lead of #BeeWell, said: “Attendance matters, but these findings show that it should not be viewed in isolation. Young people also need to feel that they belong, that they are noticed, and that they have supportive relationships with adults in school. Through #BeeWell, we are working with partners across Greater Manchester to ensure that responses to attendance challenges also support young people’s mental wellbeing 

Publication details  

This research was published in the Journal of the American Academy of Child & Adolescent Psychiatry.   

DOI: https://doi.org/10.1016/j.jaac.2026.04.001  

• Accent bias remains widespread across British society, including in education

• People are routinely stereotyped based on how they sound

• No accent is inherently ‘better’, ‘worse’ or more ‘professional’ than another

• Linguistic science contradicts many common assumptions about accents

• Practical steps are needed to tackle accent bias

Why this matters

From the way we pronounce words like ‘bath’ or ‘bus’ to whether we use a glottal stop in ‘water’, accents continue to carry powerful - and often unfair - social meanings.

Baratta’s new book, Putting an Accent on British Accents, explores what he calls the ‘social reality’ of accents - the knee-jerk judgments people make about others based on their speech. These can include assumptions about intelligence, trustworthiness, class and even personality. 

But the ‘linguistic reality’ tells a very different story.

“There is nothing inherent in any accent,” Baratta argues. “No sound can ever be ‘stupid’, ‘sexy’ or ‘unprofessional’ - these are social judgements we attach to speech, not properties of the speech itself.”

A hidden prejudice in plain sight

Drawing on a study of British teachers, the book uncovers striking examples of accent bias in professional settings.

One teacher reported that his interview for a PGCE course was nearly terminated unless he modified his Rossendale accent, which was deemed ‘unprofessional’ for teaching English.

A secondary school Art teacher from Croydon was instructed to write the word ‘water’ with a capital ‘T’ to discourage pupils from using a glottal stop - a common feature of many British accents.

Another teacher from Nottingham, working in primary phonics in the South of England, was told it would be ‘best to go back to where you come from’ if she could not adopt Southern pronunciation.

These examples, Baratta argues, show that accent bias is not only persistent, but can directly affect careers and opportunities.

The sound of inequality

At the heart of the book is the simple but powerful idea that we interpret accents rather than just hearing them. A particular pronunciation can trigger assumptions about class, education, behaviour and even lifestyle, and these assumptions can then shape how individuals are treated in everyday life.

In this way, accent becomes a form of social inequality that often goes unrecognised.

What needs to change

Rather than accepting accent bias as inevitable, Baratta calls for a more informed and inclusive approach - particularly within education.

The book outlines practical steps to challenge accent prejudice, including greater awareness of linguistic diversity, changes in teacher training, and a shift away from the idea that one way of speaking is more ‘correct’ than another.

Ultimately, the aim is to move towards a society where people are judged by what they say, not how they say it.

“Accent bias isn’t about language at all - it’s about the social meanings we attach to it,” said Dr Baratta. “When we hear an accent, we’re not just processing sounds - we’re making assumptions shaped by history, class and culture.”

Publication details

Putting an Accent on British Accents by Dr Alex Baratta is published by Peter Lang and is available in hardcover and digital formats.

• Traditional consent models often rely on adult “proxies” such as parents and schools

• Children and young people’s ability to make informed decisions is frequently underestimated

• Complex, legalistic consent documents can discourage participation

• Schools play a central but under-recognised role in shaping access to research

• Current systems can create “epistemic injustice”, limiting whose voices are heard

• A more flexible, participatory and culturally sensitive approach is needed

Why consent isn’t working for children

The paper argues that gaining consent in studies involving children is often treated as a legal formality, rather than a meaningful process.

Current systems tend to prioritise institutional requirements such as ethics approvals and documentation over children’s own understanding and experiences.

Children are frequently positioned as needing protection, but this can come at the cost of recognising their competence. Evidence shows that many children and adolescents are capable of understanding research and making informed choices, particularly as digital literacy increases.

The hidden role of schools

Schools play a crucial role in research, acting as gatekeepers between researchers, children and families.

They are often responsible for sharing information, managing communication and enabling access - but their capacity to do this varies widely depending on time, resources and infrastructure.

In many cases, researchers have little direct contact with parents, relying instead on school systems to distribute information. While this helps with logistics, it can dilute communication and affect how well families understand what participation involves.

When paperwork puts people off

The article highlights how long, complex consent forms, often shaped by legal and data protection requirements, can discourage participation.

For families, particularly those from diverse linguistic or cultural backgrounds, these documents can be difficult to understand and may even create unnecessary concern about risk.

This can lead to what researchers describe as “epistemic injustice”, where children and young people are effectively excluded from contributing to knowledge because the process itself is inaccessible.

Children as active participants - not passive subjects

The researchers argue that children should be recognised as capable social actors, able to express views and make decisions about research participation.

Rather than relying solely on parental consent, approaches should support children’s own understanding, including their right to agree - or refuse - to take part.

This aligns with wider principles that children have the right to be heard in decisions affecting them.

What needs to change

The paper proposes a shift towards a more flexible and inclusive model of consent, built around real-world relationships and contexts.

Changes researchers are calling for

• Consent as an ongoing process

• Consent should be revisited throughout a study, not treated as a one-off decision

• Better communication

• Materials should be clearer, shorter and accessible to both children and families

• Schools as partners

• Schools should be supported as collaborators, not just intermediaries

• Children’s voices at the centre

• Processes should actively include children’s views, including opportunities to dissent

• More culturally sensitive approaches

• Consent models should reflect diverse social and cultural contexts

Why this matters now

The researchers argue that improving consent processes is not just an ethical issue - it directly affects the quality, inclusivity and impact of research.

When children and young people are excluded or disengaged, important perspectives are lost, particularly from underrepresented groups.

More inclusive approaches could help build trust, improve participation and ensure research better reflects the realities of children’s lives.

What the researchers said

“Current consent processes often prioritise systems and structures over the children they are designed to protect,” said lead author Dr Sarah MacQuarrie.

They add that consent should be seen as “an ongoing, relational process” rather than a one-time administrative step.

Final word

The article concludes that traditional, standardised models of consent are no longer fit for purpose in research with children and young people.

Instead, it calls for a reimagining of consent as a flexible, inclusive and participatory process - one which ensures that children’s voices are not just heard, but are central to research itself.

Publication details

The article is a part of a special issue within the Methods in Psychology journal.

DOI: https://doi.org/10.1016/j.metip.2026.100248

• Teenage girls want practical, long-term changes rather than quick fixes

• Girls highlighted pressures from school, social media and gender expectations

• They called for safer, more supportive schools and communities

• Researchers worked with young women as part of the study team itself

• The findings could help shape future policy and funding on girls’ wellbeing

What did the girls say would help?

The study found that teenage girls want practical, culture-changing solutions rather than quick fixes.

Their ideas were developed into some key approaches to improve mental health and wellbeing for girls in schools and communities.

Changes girls want to see

• Better support and regulation around social media

• Help recognising that what they see online is not always real, alongside advice on how to care for themselves digitally

• Challenge gender stereotypes in schools

• Training for teachers and changes in school culture to tackle stereotypes that shape girls’ daily lives

• Zero tolerance on sexual harassment

• Clearer, more consistent responses to sexual harassment in schools, with proper support for those affected

• More places to relax and belong

• More social hobby spaces in schools and communities where girls can relax, connect and have fun without pressure

• Mental health to be valued as much as grades

• Schools to become more caring and relationship-focused, where wellbeing is valued as highly as academic success

Why this matters now

The study’s insights come as schools and health services grapple with an unprecedented rise in mental health difficulties among young people.

The research team say they hope the findings will help shape future policy and funding decisions on girls’ wellbeing.

What the researchers said

“We talk a lot about girls’ mental health and why it might be worsening, but a lot of the available research does not engage with girls’ own views on this,” said Dr Ola Demkowicz, senior lecturer at the Manchester Institute of Education and co-lead author of the study.

“Here, we wanted to work with girls as a starting point to explore how we can approach this issue in ways that can meet their needs. The girls we spoke with made it clear that they don’t just want coping strategies - they want real changes in the environments where they live and learn.”

“The girls spoke powerfully about pressures from school, social media and gender expectations,” said co-author Dr Rebecca Jefferson, who helped to run the focus groups.

“They had thought-through, actionable ideas - not just for support, but for changing the systems that affect them.”

Girls helped to lead the research

The research also brought young women into the project team itself. Young researchers worked as a core part of the team to design the study, lead discussions and interpret findings - helping ensure the work stayed grounded in girls’ real experiences.

Publication details

The study was published in the NIHR Public Health Journal. 

DOI: https://doi.org/10.3310/GJOD1728

• Higher levels of education are consistently linked to longer life expectancy
• In some countries, the gap between education levels exceeds a decade of life
• Women aged 20-49 show particularly large differences in mortality by education
• New statistical methods allow researchers to estimate mortality even where data is missing
• The study provides new evidence from under-researched regions including North Africa and Western Asia

What did the study find?

The study, funded by the Austrian Academy of Sciences analysed mortality patterns across 13 countries in South-East Europe, Western Asia and North Africa between 1980 and 2015. 

Researchers reconstructed mortality rates by age, sex and education level using a new statistical model designed to work even where official data is incomplete or inconsistent.

The findings revealed a clear and consistent pattern: people with more education live significantly longer than those with little or no formal education. 

How was the research done?

The research was carried out by Professor Arkadiusz Wiśniowski from The University of Manchester, alongside Dr Andrea Tamburini and Dr Dilek Yildiz from the International Institute for Applied Systems Analysis in Austria.

The team developed an innovative modelling framework that combines data from multiple international sources, including the United Nations, Eurostat and Demographic and Health Surveys.

This approach made it possible to estimate life expectancy differences even in countries where reliable birth and death records are limited. 

Where are the biggest differences seen?

In some countries included in the study, the difference in life expectancy between people with higher and lower levels of education was equivalent to more than ten years.

The gap was particularly striking among women aged 20 to 49, where those with secondary education or higher experienced much lower mortality rates.

Why does education affect life expectancy?

The findings highlight the wide-ranging impact of education on people’s lives.

“Access to education means better health knowledge, better jobs, and better access to healthcare - but it also changes how people make decisions about their lives,” said Professor Arkadiusz Wiśniowski. “It’s a powerful social equaliser.” 

Why has this been hard to measure before?

Until now, much of the global evidence linking education and life expectancy has come from high-income countries with strong data systems.

In many parts of the world, incomplete or inconsistent records have made it difficult to understand how education shapes health outcomes.

Why does this matter?

By filling these data gaps, the study provides one of the most comprehensive pictures to date of how education influences survival across diverse global populations.

The model could now be applied more widely to help governments and international organisations better understand population health and plan future services.

What are the implications?

The researchers say the findings strengthen the case for treating education as a key public health intervention, not just a social or economic priority.

“We hope this work helps policymakers see education not only as a path to better jobs, but as a key public health intervention,” said Professor Wiśniowski. “Investing in education is investing in life itself.” 

Publication details

This research was funded by the Austrian Academy of Sciences and is published in Demographic Research.

DOI: 10.4054/DemRes.2026.54.28

Academics at the Manchester Institute of Education realised that, whilst many parents were rising to the challenge of providing quality education, home educators sometimes struggle to provide the kind of hands-on learning and sharing that would be experienced in school. This realisation led to the creation of Curiosity Catalyst. 

Sara Jackson, Lecturer in Education at the University of Manchester, explains: “Talking to parents who home‑educate their children, we found that science is often one of the hardest subjects, largely because homes don’t have access to the specialist equipment and practical experiences schools can offer. 

“We realised that we could use our expertise as educators and our contacts in local institutions to work with parents who are home-educating to give them and their children better access to science learning.” 

Curiosity Catalyst is co-produced between lecturers and parents, allowing home educators to help shape the activities provided. Key partners include Manchester Museum, The Whitworth Art Gallery and the Museum of Science and Industry, all of which have provided venues for workshops, activities and sharing days.  

Sara explains: “We’re blessed in Manchester to have access to such amazing museums and galleries and we’re so grateful that the teams at these institutions have been so enthusiastic about working with us. Most recently Manchester Museum hosted a takeover day, where home educators visited the museum on a day when it was closed to the public and collectively explored whether birds are dinosaurs.”

Speaking at the Museum takeover day, Katie, a home-educator from Wigan, said: 

Amanda Banks Gatenby, Lecturer in Digital Technologies, Communications & Education said: “Curiosity Catalyst is built on trust and on two-way sharing between parents who are home-educating and us as educators. Yes, we have expertise in education, but we can also learn so much from what others are doing. It’s great to see some of the innovative ways in which these parents approach education and it’s provided us with ideas to take back into our own teaching as we train the teachers of tomorrow.” 

Since 2023 over 200 families have engaged with Curiosity Catalyst and the project team are now developing a new app to support learning in everyday places. 

Curiosity Catalyst was set up with support from the School of Environment, Education and Development’s Social Responsibility fund. The project has been shortlisted for the University of Manchester’s Making a Difference awards 2026.  

Find out more about Curiosity Catalyst email cc@manchester.ac.uk. 

• Social media can reduce loneliness when used to build or maintain relationships
• Passive use, such as scrolling without interacting, is linked to higher loneliness
• People with strong offline networks benefit more from social media use
• User motivations - such as connection versus escape - shape outcomes
• Platform design and online experiences influence whether users feel connected or isolated
• More long-term research is needed to fully understand impacts on wellbeing

What did the study find?

Dr Rebecca Nowland assessed the latest global evidence on the relationship between social media and loneliness.

The findings highlight a complex picture. Social media can strengthen social connections when it is used to interact meaningfully - such as messaging friends, sharing experiences or receiving supportive responses.

However, simply scrolling through content without engaging - often referred to as ‘passive use’ - is consistently linked to higher levels of loneliness. 

Why does how we use social media matter?

The study shows that the impact of social media depends heavily on how and why people use it.

People who go online to connect with others may experience reduced loneliness. In contrast, those using social media to escape difficult feelings or social situations may see the opposite effect.

In some cases, trying to replace face-to-face interaction with online activity can actually make loneliness worse. 

Who benefits most from social media use?

Not everyone benefits equally.

The research found that people who already have strong social networks are more likely to gain positive experiences online, including support and a sense of belonging.

Those who feel isolated offline, however, may struggle to achieve the same benefits - even if they use social media frequently.

What role do platforms and online experiences play?

Platform design is also important.

Features that encourage direct interaction - such as private messaging or sharing images - can help create a stronger sense of connection. By contrast, platforms or features focused on broadcasting or passive consumption offer fewer emotional benefits.

Experiences themselves also matter. Supportive comments and meaningful exchanges can reduce loneliness, while being ignored, excluded or exposed to negative interactions can increase it. 

What are the gaps in current research?

Despite growing interest in the topic, the study highlights important gaps in existing research.

Much of the evidence is based on snapshots in time rather than long-term studies, making it difficult to determine cause and effect. The paper calls for more robust research using real usage data and longer-term methods.

Why does this matter?

With loneliness increasingly recognised as a major public health issue, the findings suggest that improving how people engage online could play an important role in tackling the problem.

Encouraging more active and meaningful use of social media - and designing platforms that support this - may help maximise benefits while reducing harms.

This research was published in Current Opinion in Behavioral Sciences.

DOI: https://doi.org/10.1016/j.cobeha.2026.101653 

• Peer pressure, bullying and emotional difficulties are linked to higher substance use
• Strong relationships with parents and teachers, and a sense of school belonging, are protective
• Substance use increases with age, with alcohol the most commonly reported
• Close friendships are not always protective and may increase exposure to substance use
• Girls, LGBTQ+ young people and those from disadvantaged backgrounds report higher levels of use
• Differences between schools explain more variation than differences between neighbourhoods

What did the study find?

The study analysed data from the #BeeWell programme, covering more than 30,000 pupils across 100 schools and over 1,500 neighbourhoods. #BeeWell is a collaboration between The University of Manchester, The Gregson Family Foundation and Anna Freud who, together with the Greater Manchester Combined Authority (GMCA), launched the programme in 2019.

It shows that teenage substance use is shaped by a combination of social, emotional and environmental factors. Young people who felt pressured by peers, experienced bullying or struggled with emotional difficulties were more likely to use substances.

In contrast, those with strong relationships with parents and teachers, a sense of belonging at school and positive perceptions of their academic performance were less likely to report substance use.

How does substance use vary by age and type?

The findings show that substance use increases with age, with older teenagers significantly more likely to report using alcohol or drugs.

Alcohol was the most commonly-reported substance, with around one in six young people reporting recent use. Vaping was less common but still notable, with around one in fifteen reporting use.

What role do friendships and peer relationships play?

The study highlights a complex role for peer relationships. While often seen as protective, close friendships were in some cases associated with higher substance use.

This may reflect increased exposure to social situations where substances are available, suggesting that peer influence can both increase and reduce risk depending on context.

Are there differences between groups?

The researchers found important differences between groups of young people. Girls and LGBTQ+ young people were more likely to report substance use than boys.

Young people from disadvantaged backgrounds were also more likely to vape, smoke and use drugs, indicating that inequalities play a role in shaping these behaviours.

How do different factors influence different substances?

The study found that different substances are influenced by different factors.

Stress and emotional difficulties were strongly linked to vaping, smoking and alcohol use, suggesting these behaviours may act as coping mechanisms. In contrast, illicit drug use appeared to be more strongly shaped by relationships with adults and broader school experiences.

Why does the school environment matter?

While a wide range of determinants were identified, the study found that differences between schools explained more variation in substance use than differences between neighbourhoods.

This suggests that the school environment - particularly peer relationships, social norms and support systems - plays a crucial role in shaping young people’s behaviour.

Researcher quote

“We often assume that where young people live shapes their behaviour most, but our findings show that a wide range of social and emotional factors are at play,” said lead researcher Dr Emma Thornton. “Experiences like peer pressure, bullying and mental health difficulties can increase risk, while strong relationships and a sense of belonging can be protective.”

What are the implications?

The research team hopes their findings will inform national policy and support the development of more targeted, evidence-based approaches to preventing substance use among young people.

Publication details

The study was published in the International Journal of Drug Policy.

DOI: 10.1016/j.drugpo.2026.105272

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.

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.” 

“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 Manchester’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 Manchester, 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 Manchester 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." 

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.

“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.”

DOI: https://doi.org/10.1177/19429347251413153

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 Innovation and Scholarship Fund 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 Reframing Stopford 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 – refer to the gallery map for locations of the art works.  

Find out more about Reframing Stopford and the featured artists.

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.”

DOI: https://doi.org/10.1093/pubmed/fdaf150 

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.

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 Manchester, 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.

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 Manchester 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 Manchester-based students, Leo, wrote following his conversation with his Palestinian partner, Iman:

Voices Beyond Borders builds on a history of collaboration between the Manchester 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 Manchester. She was a student on the MA TESOL degree in 2024/25 and is helping to deliver the project in Manchester 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 Manchester Institute of Education.

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.

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.”

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. 

• 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 #BeeWell programme, a major study of young people’s wellbeing in Greater Manchester, Hampshire, Isle of Wight, Portsmouth and Southampton, funded by The University of Manchester and partners including The National Lottery Community Fund.

“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.

”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 #BeeWell project, The National Lottery Community Fund, and the Greater Manchester Combined Authority.

“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.”

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 national trends of 5.5%, with pupil happiness at 6.4 compared to national reports of 7.7 out of 10.

“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.”

‘Transforming children and young people’s futures through PE, school sport, and physical activity’ by Dr Sarah MacQuarrie and Dr Alexandra Hennessey is available to read on the Policy@Manchester website. It was included in the Youth Sport Trust's recent PE and School Sport Annual Report, along with other research which identified locations across England where access to play and sport need more support and encouragement.

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 www.eom.org/loneliness. 

#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.

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 Pro Bono Economics 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 www.ourwellbeingourvoice.org.  

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 Manchester Combined Authority (GMCA), the Gregson Family Foundation, The University of Manchester and Anna Freud, has engaged almost 100,000 young people in Greater Manchester 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 Manchester’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 Manchester, 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 Manchester 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 Manchester (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 Manchester 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 Manchester 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 Manchester 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 Manchester’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.

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 https://beewellprogramme.org to find out more.