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 Simon Benham-Clarke

Simon Benham-Clarke

Researcher

 01392 72 2947

 South Cloisters 2.05

 

South Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

Simon Benham-Clarke is a researcher based in the Children and Young People's Mental Health (ChYMe) Collaboration at the College of Medicine and Health and the Gradualte School of Education. Simon's research interests lie in children and young people's education, well-being, mental health, social mobility and inequalities.

In 2018 Simon Benham-Clarke entered academic research from a background in business, education, community and charity sectors. 

Qualifications

  • B.Sc. (Hons) Systems Design  
  • B.A. (Hons) Politics, Philosophy and Economics 
  • Certificate of Education
  • M.Sc. Educational Research (Dean’s Commendation), University of Exeter, 2018

Career

His research to date includes:

Research group links

Research

Research projects

Simon is currently researching on the following projects:

  • Education Endowment Foundation Implementation Science review with the Graduate School of Education,
  • REflecting on the impactS of covid-19 on cHildren And young People in England (RESHAPE): exploring experiences of lockdown, service access and education looking at how children and young people’s mental health and wellbeing have been affected by the Covid-19 pandemic funded by the Department of Health and Social Care. This is with the College of Medicine and Health, RESHAPE - Child and Adolescent Resilience and Mental Health (cam.ac.uk) 
  • Wellcome Centre Beacon relationship education project Wellcome // Beacon: Healthy Relationships (wcceh.org) with the College of Medicine and Health and the Law School.

Publications

Key publications | Publications by category | Publications by year

Key publications


Benham-Clarke S, Ford T, Mitchell SB, Price A, Newlove-Delgado T, Blake S, Eke H, Moore DA, Emma Russell A, Janssens A, et al (2021). Role of education settings in transition from child to adult health services for young people with ADHD. Emotional and Behavioural Difficulties, 26(4), 341-358.
Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university. Social Sciences, 9(5). Abstract.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Abstract.

Publications by category


Journal articles

Benham-Clarke S, Ewing J, Barlow A, Newlove-Delgado T (In Press). Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education. BMC Public Health Abstract.
Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (2022). Agonism in education: a systematic scoping review and discussion of its educational potential. EDUCATIONAL REVIEW, 74(5), 1029-1054. Author URL.
Benham-Clarke S, Roberts G, Janssens A, Newlove-Delgado T (2022). Healthy relationship education programmes for young people: systematic review of outcomes. Pastoral Care in Education, 1-23.
Norwich B, Benham-Clarke S, Goei SL (2021). Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 36(3), 309-328. Author URL.
Benham-Clarke S, Ford T, Mitchell SB, Price A, Newlove-Delgado T, Blake S, Eke H, Moore DA, Emma Russell A, Janssens A, et al (2021). Role of education settings in transition from child to adult health services for young people with ADHD. Emotional and Behavioural Difficulties, 26(4), 341-358.
Stentiford L, Koutsouris G, Boyle C, Jindal‐Snape D, Rivera JS, Benham‐Clarke S (2021). The structures and processes governing education research in the UK from 1990–2020: a systematic scoping review. Review of Education, 9(3).
Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university. Social Sciences, 9(5). Abstract.

Reports

Boyle C, Stentiford L, Koutsouris G, Jindal-Snape D, Benham-Clarke S, Salazar Rivera J (2021). Education: the State of the Discipline. A systematic scoping review of the literature on the structures & processes that influence research activities in the UK. British Educational Research Association (BERA),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review, British Educational. Research Association (BERA). Abstract.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation.  Author URL.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Abstract.

Publications by year


In Press

Benham-Clarke S, Ewing J, Barlow A, Newlove-Delgado T (In Press). Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education. BMC Public Health Abstract.

2022

Koutsouris G, Stentiford L, Benham-Clarke S, Hall D (2022). Agonism in education: a systematic scoping review and discussion of its educational potential. EDUCATIONAL REVIEW, 74(5), 1029-1054. Author URL.
Benham-Clarke S, Roberts G, Janssens A, Newlove-Delgado T (2022). Healthy relationship education programmes for young people: systematic review of outcomes. Pastoral Care in Education, 1-23.

2021

Boyle C, Stentiford L, Koutsouris G, Jindal-Snape D, Benham-Clarke S, Salazar Rivera J (2021). Education: the State of the Discipline. A systematic scoping review of the literature on the structures & processes that influence research activities in the UK. British Educational Research Association (BERA),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review, British Educational. Research Association (BERA). Abstract.
Norwich B, Benham-Clarke S, Goei SL (2021). Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 36(3), 309-328. Author URL.
Benham-Clarke S, Ford T, Mitchell SB, Price A, Newlove-Delgado T, Blake S, Eke H, Moore DA, Emma Russell A, Janssens A, et al (2021). Role of education settings in transition from child to adult health services for young people with ADHD. Emotional and Behavioural Difficulties, 26(4), 341-358.
Stentiford L, Koutsouris G, Boyle C, Jindal‐Snape D, Rivera JS, Benham‐Clarke S (2021). The structures and processes governing education research in the UK from 1990–2020: a systematic scoping review. Review of Education, 9(3).

2020

Barg K, Benham-Clarke S, Mountford-Zimdars A (2020). Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university. Social Sciences, 9(5). Abstract.

2019

Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation.  Author URL.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Abstract.

Simon_Benham-Clarke Details from cache as at 2022-11-27 21:16:21

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Teaching

Occasional lectures and tutorials on research methodologies  

Supervision / Group

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