Overview
Amy is a researcher based in the Children and Young People's Mental Health (ChYMe) Collaboration in the College of Medicine and Health. Amy joined as a Research Associate on the Child Health and Maternity national priority programme. This programme seeks to find effective ways to implement evidence-based interventions to improve children’s and maternity services widely across England.
Amy undertook a PhD in Education at Cardiff University. The PhD focused on understanding the impact of poverty and stigmatisation on parental involvement in schooling, parental engagement in learning and parent-school relationships, examining how these compound and interact to impact children’s health and educational outcomes. Alongside undertaking a PhD, Amy worked in Department for Education contributing towards the National Strategy for Educational Research and Enquiry in Wales.
Qualifications
- BSc (Hons) Social Science (2016)
- MSc Social Science Research Methods (2019)
- Associate Fellowship of the Advanced Higher Education Academy (2021)
Research
Research interests
Amy’s research interests lie in children and young people's education, well-being, mental health, social mobility and inequalities. Amy is particularly interested in
the impact of poverty on families everyday lives including on their family functioning, their wellbeing and on parents involvement in their children’s school and parents engagement in their children’s learning.
Research projects
- Children’s Health and Maternity National Priority Programme
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Morgan K, Melendez-Torres GJ, Bond A, Hawkins J, Hewitt G, Murphy S, Moore G (2019). Socio-Economic Inequalities in Adolescent Summer Holiday Experiences, and Mental Wellbeing on Return to School: Analysis of the School Health Research Network/Health Behaviour in School-Aged Children Survey in Wales.
Int J Environ Res Public Health,
16(7).
Abstract:
Socio-Economic Inequalities in Adolescent Summer Holiday Experiences, and Mental Wellbeing on Return to School: Analysis of the School Health Research Network/Health Behaviour in School-Aged Children Survey in Wales.
The socioeconomic inequalities found in child and adolescent mental wellbeing are increasingly acknowledged. Although interventions increasingly focus on school holidays as a critical period for intervention to reduce inequalities, no studies have modelled the role of summer holiday experiences in explaining socioeconomic inequalities in wellbeing. For this study, we analysed survey data of 103,971 adolescents from 193 secondary schools in Wales, United Kingdom, which included measures of family affluence, experiences during the summer holidays (hunger, loneliness, time with friends and physical activity) and mental wellbeing and internalising symptoms on return to school. Structural equation modelling was used to analyse the data. Although family affluence retained a direct inverse association with student mental wellbeing (r = -0.04, p < 0.001), 65.2% of its association with mental wellbeing was mediated by the experiences over the summer holidays. FAS score was not directly associated with the student's self-reports of internalising symptoms (r = 0.00, p > 0.05). of all summer holiday experiences, the strongest mediational pathway was observed for reports of loneliness. Although more structural solutions to poverty remain essential, school holiday interventions may have significant potential for reducing socioeconomic inequalities in mental health and wellbeing on young people's return to school through reducing loneliness, providing nutritious food and opportunities for social interaction.
Abstract.
Author URL.
Morgan K, McConnon L, Van Godwin J, Hawkins J, Bond A, Fletcher A (2019). Use of the School Setting During the Summer Holidays: Mixed-Methods Evaluation of Food and Fun Clubs in Wales.
J Sch Health,
89(10), 829-838.
Abstract:
Use of the School Setting During the Summer Holidays: Mixed-Methods Evaluation of Food and Fun Clubs in Wales.
OBJECTIVE: School summer holiday clubs in deprived areas of Wales were evaluated to examine opportunities for healthy eating and physical activity and explore delivery processes. METHODS: Ten Food and Fun clubs participated in 2016. Quantitative data (child and parent surveys; N = 196, N = 84) assessed the opportunity to provide children with breakfast and lunch. A sub-sample of children wore an accelerometer (N = 41) to evaluate the opportunity for achieving 1-hour of moderate to vigorous activity (MVPA) at club. Features of successful club delivery were identified through; focus groups (child and parent; N = 74, N = 69) and interviews (staff/volunteer; N = 32). RESULTS: Opportunities for healthy eating were delivered with high fidelity: 86% of children reported breakfast consumption and 75% eating a healthy lunch. On club days, children reported consuming fewer sugary snacks (66%), fewer sugary drinks (81%), and more fruits and vegetables (67%). About 71% of children achieved the recommended MVPA at club, with children engaging in more MVPA (+17 minutes/day, p
Abstract.
Author URL.
Reports
McConnon L, Morgan K, Van Godwin J, Hawkins J, Bond A, Fletcher A (2017). Food and Fun School Holiday Enrichment Programme 2016: Evaluation Report. Cardiff, Welsh Local Government Authority.
Publications by year
2019
Morgan K, Melendez-Torres GJ, Bond A, Hawkins J, Hewitt G, Murphy S, Moore G (2019). Socio-Economic Inequalities in Adolescent Summer Holiday Experiences, and Mental Wellbeing on Return to School: Analysis of the School Health Research Network/Health Behaviour in School-Aged Children Survey in Wales.
Int J Environ Res Public Health,
16(7).
Abstract:
Socio-Economic Inequalities in Adolescent Summer Holiday Experiences, and Mental Wellbeing on Return to School: Analysis of the School Health Research Network/Health Behaviour in School-Aged Children Survey in Wales.
The socioeconomic inequalities found in child and adolescent mental wellbeing are increasingly acknowledged. Although interventions increasingly focus on school holidays as a critical period for intervention to reduce inequalities, no studies have modelled the role of summer holiday experiences in explaining socioeconomic inequalities in wellbeing. For this study, we analysed survey data of 103,971 adolescents from 193 secondary schools in Wales, United Kingdom, which included measures of family affluence, experiences during the summer holidays (hunger, loneliness, time with friends and physical activity) and mental wellbeing and internalising symptoms on return to school. Structural equation modelling was used to analyse the data. Although family affluence retained a direct inverse association with student mental wellbeing (r = -0.04, p < 0.001), 65.2% of its association with mental wellbeing was mediated by the experiences over the summer holidays. FAS score was not directly associated with the student's self-reports of internalising symptoms (r = 0.00, p > 0.05). of all summer holiday experiences, the strongest mediational pathway was observed for reports of loneliness. Although more structural solutions to poverty remain essential, school holiday interventions may have significant potential for reducing socioeconomic inequalities in mental health and wellbeing on young people's return to school through reducing loneliness, providing nutritious food and opportunities for social interaction.
Abstract.
Author URL.
Morgan K, McConnon L, Van Godwin J, Hawkins J, Bond A, Fletcher A (2019). Use of the School Setting During the Summer Holidays: Mixed-Methods Evaluation of Food and Fun Clubs in Wales.
J Sch Health,
89(10), 829-838.
Abstract:
Use of the School Setting During the Summer Holidays: Mixed-Methods Evaluation of Food and Fun Clubs in Wales.
OBJECTIVE: School summer holiday clubs in deprived areas of Wales were evaluated to examine opportunities for healthy eating and physical activity and explore delivery processes. METHODS: Ten Food and Fun clubs participated in 2016. Quantitative data (child and parent surveys; N = 196, N = 84) assessed the opportunity to provide children with breakfast and lunch. A sub-sample of children wore an accelerometer (N = 41) to evaluate the opportunity for achieving 1-hour of moderate to vigorous activity (MVPA) at club. Features of successful club delivery were identified through; focus groups (child and parent; N = 74, N = 69) and interviews (staff/volunteer; N = 32). RESULTS: Opportunities for healthy eating were delivered with high fidelity: 86% of children reported breakfast consumption and 75% eating a healthy lunch. On club days, children reported consuming fewer sugary snacks (66%), fewer sugary drinks (81%), and more fruits and vegetables (67%). About 71% of children achieved the recommended MVPA at club, with children engaging in more MVPA (+17 minutes/day, p
Abstract.
Author URL.
2017
McConnon L, Morgan K, Van Godwin J, Hawkins J, Bond A, Fletcher A (2017). Food and Fun School Holiday Enrichment Programme 2016: Evaluation Report. Cardiff, Welsh Local Government Authority.
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