MIE Building Evidence into Education (BEE) blog

Study Summaries

Here at the BEE, we share two types of posts: focused posts, where our researchers provide an overview of the work in their field, and study summaries, where we provide a breakdown of recent research conducted within the Manchester Institute of Education. You can scroll through our study summaries below.

Latest Posts

Defining ‘standard accents’ for teaching in the UK

Alex is a linguist in the Manchester Institute of Education. His research is focused on the relationship between language and identity, and the role of accent in professional identity construction, particularly for teachers. Alex can be contacted at...

Study summary: What does evidence tell us about preventing school failure?

Parise is a PhD researcher in MIE who has worked in a variety of roles supporting children and young people including Early Years, Youth and SEND. Her interests are gender and identity in education. She can be contacted at:...

Race and Racism in English Secondary Schools

Contact: rebecca.grant-3@postgrad.manchester.ac.uk Rebecca is a PhD researcher looking at ways in which secondary schools in Greater Manchester respond to different types of disadvantage. This study summary looks at a report by Manchester’s Dr Remi...

Study Summary: How do Early Adolescents Cope with the Stresses of Daily Life?

Ola is a PhD researcher and Lecturer in Psychology of Education at the Manchester Institute of Education. Her research is focused on risk and resilience in adolescent mental health. Ola can be contacted at ola.demkowicz@manchester.ac.uk. ...

Study Summary: Youth Narratives of Depression

Parise is currently involved with HeadStart and will begin a PhD in September. Parise has worked in a variety of roles supporting Children and Young People including Early Years, Youth and SEND. She is now interested in gender and identity in education.  ...

All Study Summaries

Study Summary: CACE Cracked – Social and emotional learning provides PATHS to improved quality of life for primary school children

We looked at whether a universal social and emotional learning (SEL) intervention, the Promoting Alternative Thinking Strategies (PATHS) curriculum, can improve three key aspects of children’s quality of life: psychological wellbeing, peer social support, and school connectedness.

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Study Summary: Linking social and emotional learning to academic attainment

We looked at whether children’s social and emotional skills influence later mental health difficulties, connection to school, and academic attainment. This is based on a theory from the Collaborative for Academic, Social and Emotional Learning (CASEL) that social and emotional (SEL) interventions can lead to improved school attachment, less risky behaviours/more positive assets, as well as greater long-term academic performance and success in school and life.

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Study Summary: FRIENDS for life: Testing the impact of an intervention to improve pupils’ mental health and wellbeing

The researchers wanted to find out if the school-based programme “FRIENDS for life” had an impact on pupils’ mental health and wellbeing, and/or academic attainment. FRIENDS already had an impressive global evidence base, but there were some gaps in knowledge. Specifically, evidence from schools in England has been limited, and only one other study has looked at whether FRIENDS impacts academic achievement. This lack of evidence makes it difficult to determine whether or not FRIENDS is a useful programme for schools in England.

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