SHINE Affiliated Projects
The aim of the Schools Health and Wellbeing Improvement Research Network (SHINE) is to support schools in addressing their health and wellbeing needs with a focus on mental health. SHINE uses a data-led, systems-level approach to support health improvement action within the school setting. As the SHINE network develops, a key function is the identification of school research needs and priorities. SHINE will support high-quality research which has a clear benefit for schools participating in the research project and/or for the wider schools community through our affiliation process. The information below explains what being an affiliated study means for you.
Benefits of SHINE affiliation
Researchers on SHINE affiliated projects will be able to access:
- Support from SHINE researchers and schools in order to develop studies
- Access to a network of ‘research-ready’ schools with a pre-existing data infrastructure
- Support with school recruitment
- Support with incorporating knowledge exchange into your research
- Opportunities to collaborate and share knowledge with our network of policy, practice and academic partners to promote impact
- Network logo and branding for project outputs and publicity materials
- The SHINE webinar series to promote your research project to SHINE schools.
Requirements and how to apply
Please submit a completed SHINE Affiliated Project Request Form to the Network Manager (Dawn.Haughton@glasgow.ac.uk) to be reviewed by the SHINE Affiliate Board. Your application should include information demonstrating the benefit for schools participating in the research project and/or the wider schools community. Following this, you will receive a decision and/or feedback on your project.
SHINE affiliation should ideally be sought before a bid for funding is submitted. It is open to PhD studentships and fellowship applications as well as standard grant applications.
If you have any questions about this process, please contact Dawn Haughton.
- Feasibility study of sleep and mood in schoolchildren. Led by Professor Daniel Smith, University of Glasgow.
Read the research briefing: Feasibility of sleep and mood in Scottish schoolchildren.
- Sleep, circadian rhythms and mental health in schools (SCRAMS). Led by Professor Daniel Smith, University of Glasgow. Read more about the project here in our SHINE research highlight SCRAMS document.
- TeenCOVIDLife Led by Professor David Porteous, University of Edinburgh
- Lockdown loneliness and beyond: Development and evaluation of a gamified cognitive bias modification intervention. Led by Professor Simon Hunter, Glasgow Caledonian University
- CLOCK OFF led by Professor Sharon Simpson and Dr Anne Martin from the Complexity Programme at the Social and Public Health Sciences Unit, University of Glasgow.
Researchers at the University of Glasgow invite you to take part in the CLOCK OFF study which has received ethical approval. The purpose of the study is to develop and refine a peer-led school-based programme to reduce night-time interactive electronic device and social media use among young people (12-13 years). We will work with young people, school staff and parents/guardians/carers to develop this programme in both Scotland and Wales. Full details about the study and what it would mean for your school are available here . A brief summary is also available in a short video for young people. Young people will be invited to take part in a four-week programme of engagement ( 4 one and a half hour sessions)
If you are keen to be involved in this exciting study; you can contact Anne Martin the lead on the study direct Anne.Martin@glasgow.ac.uk or email Dawn Haughton at Dawn.Haughton@glasgow.ac.uk.
- Net4Health led by Dr Mark McCann at the Social and Public Health Sciences Unit, University of Glasgow.
Following on from studies conducted in 1987 and 2006, the research team are keen to revisit schools in west and central Scotland to investigate the factors which best account for the decline in adolescent mental health to see what, if anything, has changed. There are many different mechanisms through which friendships, emotional support, and strained relationships may affect wellbeing, social development, health risk behaviours and educational aspirations. The whole school approach to health improvement can be enhanced with a better understanding of the relational mechanisms influencing health (e.g. peer influence, social learning, or social exclusion) combined with better data on structure and collective behaviour within and between peer friendship groups.
Further details about this project can be found in this information sheet, or by contacting Dr Mark McCann, the project lead, at Mark.McCann@glasgow.ac.uk or email Dawn Haughton at Dawn.Haughton@glasgow.ac.uk.
SHINE Research Briefing 1, September 2018
SHINE Research Briefing 2, September 2018
SHINE Research Briefing 3, June 2019
SHINE Research Briefing 4, April 2020
SHINE Case Studies summary report 2019 – 2020
HBSC Research briefings 2021
Shaw, R. J. , Currie, D. B., Smith, G. S., Brown, J. , Smith, D. J. and Inchley, J. C. (2019) Do social support and eating family meals together play a role in promoting resilience to bullying and cyberbullying in Scottish school children? SSM – Population Health, 9, 100485. (doi: 10.1016/j.ssmph.2019.100485)
Boer M, van den Eijnden R, Boniel-Missim M, Wong S, Inchley J, Badura P, Craig W, Gobina I, Kleszezewska D, Klanscek HJ, Stevens GWJM. (2020) Adolescents’ intense and problematic social media use and their wellbeing in 29 countries. Journal of Adolescent Health, 66, S89eS99. (doi.org/10.1016/j.jadohealth.2020.02.014)
Cosma A, Stevens G, Martin G, Duinhof E, Walsh SD, Garcia Moya I, Kolto A, Gobina I, Canale N, Catunda C, Inchley J, de Looze M. (2020) Cross-national time trends in adolescent mental well-being from 2002 to 2018 and the explanatory role of schoolwork pressure. Journal of Adolescent Health, 66, S50eS58. (doi.org/10.1016/j.jadohealth.2020.02.010)
Haug, E., Smith, O. R. F., Bucksch, J., Brindley, C., Pavelka, J., Hamrik, Z., Inchley, J. , Roberts, C., Mathisen, F. K. S. and Sigmundová, D. (2021) 12-year trends in active school transport across four European countries – findings from the Health Behaviour in School-aged Children (HBSC) study. International Journal of Environmental Research and Public Health, 18(4), 2118. (doi: 10.3390/ijerph18042118)
Lyall, L. M., Sangha, N., Wyse, C., Hindle, E., Haughton, D., Campbell, K., Brown, J., Moore, L., Simpson, S. A., Inchley, J. C.& Smith, D. J. (2020) Accelerometry-assessed sleep duration and timing in late childhood and adolescence in Scottish schoolchildren: a feasibility study. PLoS ONE, 15(12), e0242080. (doi: 10.1371/journal.pone.0242080)
Leal-López, E. et al. (2020) Association of alcohol control policies with adolescent alcohol consumption and with social inequality in adolescent alcohol consumption: a multilevel study in 33 countries and regions. International Journal of Drug Policy, 84, 102854. (doi: 10.1016/j.drugpo.2020.102854) (PMID:32717703)
Inchley, J. C. , Stevens, G. W.J. M., Samdal, O. and Currie, D. B. (2020) Enhancing understanding of adolescent health and well-being: the health behaviour in school-aged children study. Journal of Adolescent Health, 66(6), S3-S5. (doi: 10.1016/j.jadohealth.2020.03.014) (PMID:32446607)