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.
All Study Summaries
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...read more
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:...read more
Contact: email@example.com 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...read more
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 firstname.lastname@example.org. ...read more
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. ...read more
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.read more
Deborah is a Senior Lecturer and cognitive neuroscientist in the Division of Neuroscience and Experimental Psychology. She is interested in emotional cognition - the effect that emotional value has on our cognitive system. She is also the director of the...read more
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.read more
Study Summary: Leading a Multi Academy Trust. What does the boss do? How do executives lead complex organisations like MATs?
The study investigated the leadership practices of the Chief Executive Officer (CEO) of a multi academy trust (MAT).read more
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.read more