Secondary

Networking and Partnership between Education, Health Education England and Academia: a viable tool for promoting young people’s health and wellbeing

Deborah Haydock, Gay Rabie and Jean Evers. 2019. Networking and Partnership between Education, Health Education England and Academia: a viable tool for promoting young people’s health and wellbeing Education and Health 37(4)91-99. PDF

Labelling the labia – a lesson in how to terrify teachers: Pedagogical obstacles to the introduction of compulsory Relationships and Sex Education (RSE)

Emma Dobson. 2019. Labelling the labia – a lesson in how to terrify teachers: Pedagogical obstacles to the introduction of compulsory Relationships and Sex Education (RSE). Education and Health 37(2)54-60. PDF

Mind and Body: an early intervention group programme for adolescents with self-harm thoughts and behaviours

Veronica Roberts, Richard Joiner, Claire Russell, Richard Bradley, Mark Bowles, Aaron Bowes and Terence Nice. 2019. Mind and Body: an early intervention group programme for adolescents with self-harm thoughts and behaviours. Education and Health 37(2)46-53. PDF

MindEd : A whole-school strategy on wellbeing - Tackling mental health stigma and promoting positive wellbeing in secondary schools

Rebecca Baxter. 2019. MindEd : A whole-school strategy on wellbeing - Tackling mental health stigma and promoting positive wellbeing in secondary schools. Education and Health 37(2)40-42. PDF

Thriving Futures, a whole school curriculum response to addressing the social and emotional welfare needs of secondary school pupils

Rachel Symons, 2018.Thriving Futures, a whole school curriculum response to addressing the social and emotional welfare needs of secondary school pupils. Education and Health 36(4), 99-105. PDF

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Comments about SHEU

"We use the data to inform whole school practice: Pastoral programmes for target groups of pupils; Items for discussion with School Council; Information to help us achieve the Healthy School gold standard; To develop and dicuss with pupils our Anti-Bullying Policy; Targeted whole class sessions with the Police Community Support Officers; To share pupil perceptions of all aspects of their school life with parents, staff and governers." 

Learning Mentor

"On behalf of all the health promoters in Scotland I would like to say a big thank to you and your colleagues for your excellent work over the years. This includes not only your survey work but your role as a visiting examiner in Scotland and adviser on course development."
Tribute from a Health Commissioner to John Balding, presented at his retirement lunch, May 2005

Health Commissioner

"Over the last twenty years you have achieved much. The surveys and subsequent reports have painted the clearest picture we have of what young people are doing and what they think." Tribute from OFSTED to John Balding, presented at his retirement lunch, May 2005

OFSTED

At the time, the results were very useful and the feedback report very useful and insightful. Significant changes will occur in our schools health and wellbeing provision next year and conducting another survey will certainly help me to ensure I am planning effectively for the needs of our pupils.

Head of Health and Wellbeing

(Our) Senior team were very enthused with the rich source of data provided within the reports (and thought that the analyses including within the appendices section of the main reports were really interesting).

Health Improvement Specialist (Children, Schools and Families)

"...the most comprehensive health education survey."

Daily Telegraph

"The Unit has a unique historical and contemporary archive of young people." Prof. Ted Wragg 1938-2005

Prof Ted Wragg, 1938-2005

"It's good to talk with you again - we used so much of those data and did so much with it in schools - we really got the place buzzing!"

Consultant in Public Health

"Brilliant - thank you Angela. As always you and your team are so proficient at getting our requests dealt with so promptly - it is a real pleasure to work with such a great organisation."

Health Improvement Adviser

 “The (SHEU survey) helped us to prioritise where we needed to be in terms of PSHE education. We delivered assemblies based on the evidence as well as curriculum development, and dealt with whole school issues – particularly in regard to pastoral care. The answers received to the question on the survey “Who are you most likely to approach if you needed help” worried staff as “teacher” was not a popular answer. Subsequently the staff asked themselves why this had happened and what needed to be done to address the issue. There was more emphasis on wider aspects of PSHE education delivery, which needed more attention.

To summarise, the (SHEU survey) allows the PSHE department to assess the impact of teaching and learning and modify future lessons accordingly. It allows our school to look at whole school issues such as the extent to which the pastoral care system is meeting the needs of our pupils. It helps us to do need analysis of our pupils. It helps to provide important evidence for SEF / the extent to which we are meeting wellbeing indicators / National Healthy School standards.”  

Secondary School Head