EducationHealth and Wellbeing

Our Health and Wellbeing research theme focuses on improving mental, emotional, and physical health and wellbeing throughout life. It involves research amongst children, adolescents, adults, carers, and educators, as well as marginalised and neurodiverse groups. We investigate how the different forms of health in each group affect learning and occupational outcomes and consider the impact of educational environments, such as schools or universities, on students' wellbeing. We further explore physical education, socioemotional learning programmes, preventive health, and support for students with chronic conditions or disabilities.

Our research informs strategies for promoting mental health, wellbeing, and healthy behaviours through supportive educational and occupational ecosystems. It further helps foster resilient and thriving communities through synthesising evidence on the integral role of wellbeing in education and employment. Finally, we identify evidence-based practices that schools, higher education institutions, employers, and other healthcare organisations can use to promote healthy development.

Co-leads

Subthemes

School attendance is a critical determinant of academic success and personal development, yet absenteeism remains a persistent challenge with far-reaching implications. This research theme examines the complex web of factors that influence attendance, the consequences of absenteeism, and strategies to promote regular school participation.

Determinants of school absenteeism often involve an interplay of individual, familial, and systemic factors. Health issues, mental well-being, family instability, socioeconomic hardships, and experiences of bullying or exclusion in schools contribute significantly to missed days. Furthermore, structural issues such as inadequate transportation, inequitable access to resources, and cultural or linguistic barriers exacerbate absenteeism in many communities. Understanding these influences is critical to identifying at-risk groups and addressing root causes effectively.

Absenteeism carries profound consequences for both students and society. Chronically absent students frequently experience lower academic performance, higher dropout rates, and diminished opportunities for post-secondary education or stable employment. School absenteeism is further linked to increased risks of mental health struggles, substance abuse, and involvement in the juvenile justice system, underscoring the broader social costs of this issue.

Efforts to reduce absenteeism focus on dismantling barriers to attendance and implementing targeted interventions. Addressing transportation challenges, providing access to health care, creating inclusive and safe school environments, and engaging families in the educational process are key strategies. Additionally, evidence-based interventions such as mentorship programs, early warning systems, and community collaborations have shown promise in improving attendance rates.

By exploring these dimensions, researchers in this theme aim to develop holistic and sustainable solutions that not only improve attendance but also foster equity and inclusion. This theme underscores the importance of collective action to ensure every child has the opportunity to learn, thrive, and achieve their full potential.

Lead
Subtheme members
Selected publications
Projects
Recent Activities

Knowledge Exchange (KE) Events:

The subtheme leader was invited and participated in the Department for Education (DfE) roundtable on School Attendance (January 2025)

In collaboration with the Scottish Government and Education Scotland, the subtheme leader organised the KE event ”Promoting School Attendance: Questions for Research, Policy, and Practice” at the University of Strathclyde (September 2024).

Invited talks:

The subtheme leader has given the Keynote ”Understanding the causes and consequences of school absenteeism” at the Tusla Education Welfare Service Conference, Kilkenny, Ireland (June 2025).

The subtheme leader has given the talk ”The short- and long-term consequences of school absences” in the National Foundation for Educational Research (NFER) Seminar Series (June 2025)

The subtheme leader has given the keynote “Understanding school attendance, educational attainment, and labour market outcomes” at the Annual Scottish Educational Psychology Conference (March 2025).

For more information on this subtheme see schoolattendance.org

The subtheme provides a focus on the pedagogical aspects of physical education and sport. Research projects include girls, gender and physical education (including studies in Pakistan and China), critical pedagogies of effect, trauma-informed pedagogy, CHAT and artefacts in physical education, LGBTQ+ pupils’ experiences of physical education, policy and physical education, after-school clubs and vulnerable youth, outsourcing of physical education, play and physical education in the early years.

Leads
Subtheme members
  • Mykola Sainchuk
  • Stephanie Hardley
  • Jordan Flynn
  • Elise Houssin
  • Jing Yang
  • Ross Matheson
  • Aimee McDonald
  • David Mitchell
  • Carolyn Wilson-Walker
  • Jiayi Du
  • Shawana Imtiaz
  • Stella Gkegka
  • Haseena Gul

With a focus on autistic experience this research subtheme takes a neurodiversity-affirmative and trauma-informed approach to research from education, employment, to health and social care. This means that our research is guided by principles based on the underlying philosophy of the Neurodiversity Paradigm that is enshrined within the Neurodiversity Movement. We acknowledge the damaging narrative of deficit-based research typically based on the perceived neuromajority. The impact trauma has on learning, and healthy development has been recognised by practitioners and policy stakeholders. This subtheme focuses on research that flips the trauma narrative and the fundamental role this plays in mental health education. It explores and provides insights into how painful experiences shape individuals' mental health throughout the life journey. This subtheme addresses trauma vulnerability of neurodivergent people living in a society based on the neuromajority. We adopt a trauma-informed approach that recognizes the increased prevalence of trauma in the lives of neurodivergent people and its potential impact. Therefore, trauma-based sensitivity and ethics are paramount. We aim to create research experiences that prioritise safety, choice, collaboration, trustworthiness, and empowerment for participants.

  • Our research is focused on neurodivergent community priorities, and on the interaction between contextual and individual factors, and not centred on individual factors alone.
  • Our research prioritises the strengths, autonomy, and lived experiences of neurodivergent people, advocating for systemic and environmental changes.
  • Our approach has a strong emphasis on participatory methodologies that seek to involve neurodivergent people with lived experience in every stage of the research process.
  • Our goal is to ensure translational research, with real-world implications for improving neurodivergent people’s lives.


This subtheme conducts impactful research and knowledge exchange to empower educators, employers, clinicians, therapists, caring professionals and individuals to understand and implement neurodiversity-affirmative and trauma-informed practice.

Our internal partners are: Centre for Autism @Strathclyde; Disability & Wellbeing Services
External Partners are: Glasgow Caledonian University; AT-Autism; Donaldson Trust School; Scottish Autism

Leads
Subtheme members
  • Leanne McNeil
  • Matt Frost (Visiting Professor)
  • Adam Harris (Visiting Professor)
Projects
  • Creating Autistic Trauma Stories (#CATS) Funded by the John & Lorna Wing Foundation; ongoing research and outputs including an exhibition (2026).
  • Participatory Research Anxiety, Stress Autism (PRASA) Funded by University of Strathclyde & The John & Lorna Wing Foundation; active research on autistic experiences of anxiety and stress.
  • Rugby for All Minds Funded by CARE@S; developing inclusive, supportive rugby environments for neurodivergent players.
  • Understanding and Supporting the Healthcare Needs of Autistic People Across the Lifespan Funded collaboration between University of Strathclyde and Glasgow Caledonian University (2025–2026).
  • Commissioned CLPL/KE: Supporting Autistic and Neurodivergent Colleagues in the Workplace Funded by Penumbra; 2024–2026.