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:
Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university
Access to and participation in higher education (HE) remains unequal, with social background continuing to influence decisions and experiences. In this paper, we undertake a proof-of-concept design to apply the theory of 'possible selves', as adapted by Harrison and published in Social Sciences (2018), to university students from different socioeconomic backgrounds. In 2019, we conducted semi-structured interviews with 12 first-year students, from different socioeconomic backgrounds, currently studying at a selective English university. We applied a deductive analysis based on Harrison's adaptation of the 'possible selves' model originally put forward by Markus and Nurius in the 1980s. Students from disadvantaged backgrounds had a clear drive to 'avoid' future selves that would emerge without HE. Across all socioeconomic groups, we found a strong sense of agency, and a strong personal belief in success. Overall, our study shows that the model of possible selves is useful for understanding personalised and individualised student experiences, and the interrelation between social structure (socioeconomic condition) and agency. The model also offers a new way for practitioners to plan interventions for enhancing equity in HE access and participation.
Abstract.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019).
Improving Behaviour in Schools: Guidance Report.Abstract:
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 HealthAbstract:
Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
Background
Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education.
Methods
We conducted focus groups with YP (n=4) and interviews with relationship professionals (n=10). The data was then thematically analysed.
Results
Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’.
Conclusions
YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.
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:
Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university
Access to and participation in higher education (HE) remains unequal, with social background continuing to influence decisions and experiences. In this paper, we undertake a proof-of-concept design to apply the theory of 'possible selves', as adapted by Harrison and published in Social Sciences (2018), to university students from different socioeconomic backgrounds. In 2019, we conducted semi-structured interviews with 12 first-year students, from different socioeconomic backgrounds, currently studying at a selective English university. We applied a deductive analysis based on Harrison's adaptation of the 'possible selves' model originally put forward by Markus and Nurius in the 1980s. Students from disadvantaged backgrounds had a clear drive to 'avoid' future selves that would emerge without HE. Across all socioeconomic groups, we found a strong sense of agency, and a strong personal belief in success. Overall, our study shows that the model of possible selves is useful for understanding personalised and individualised student experiences, and the interrelation between social structure (socioeconomic condition) and agency. The model also offers a new way for practitioners to plan interventions for enhancing equity in HE access and participation.
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:
Education: the State of the Discipline. A systematic scoping review of the literature on the structures & processes that influence research activities in the UK
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:
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 HealthAbstract:
Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
Background
Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education.
Methods
We conducted focus groups with YP (n=4) and interviews with relationship professionals (n=10). The data was then thematically analysed.
Results
Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’.
Conclusions
YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.
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:
Education: the State of the Discipline. A systematic scoping review of the literature on the structures & processes that influence research activities in the UK
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:
Investigating the imagination of possible and 'like-to-avoid' selves among higher education students from different socioeconomic backgrounds at a selective english university
Access to and participation in higher education (HE) remains unequal, with social background continuing to influence decisions and experiences. In this paper, we undertake a proof-of-concept design to apply the theory of 'possible selves', as adapted by Harrison and published in Social Sciences (2018), to university students from different socioeconomic backgrounds. In 2019, we conducted semi-structured interviews with 12 first-year students, from different socioeconomic backgrounds, currently studying at a selective English university. We applied a deductive analysis based on Harrison's adaptation of the 'possible selves' model originally put forward by Markus and Nurius in the 1980s. Students from disadvantaged backgrounds had a clear drive to 'avoid' future selves that would emerge without HE. Across all socioeconomic groups, we found a strong sense of agency, and a strong personal belief in success. Overall, our study shows that the model of possible selves is useful for understanding personalised and individualised student experiences, and the interrelation between social structure (socioeconomic condition) and agency. The model also offers a new way for practitioners to plan interventions for enhancing equity in HE access and participation.
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:
Improving Behaviour in Schools: Guidance Report
Abstract.
