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
2. Net4Health. Led by Dr Mark McCann, University of Glasgow
Read more about the project here
3. 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
- Further development of a digital programme (MoodHwb) for adolescent depression Led by Dr Rhys Bevan-Jones, University of Cardiff. Further details can be found here Please find below a short video with Dr Bevan-Jones talking about the Moodhwb project.
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)