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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

 Office hours:

Usually Tuesdays, Wednesdays and Thursdays.

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 Graduate 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

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

Career

His research to date includes the following projects:

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.
  • Funded by the British Academy and Leverhulme Trust Small Grants Programme this Care-experienced in UK Higer Education study aims to discover more about pathways into academic careers for care-experienced people, particularly focusing on the role of school and university. Also, how academic careers can require renegotiations of identity and the extent to which universities recognise and support their care-experienced staff. Articles | News archive | University of Exeter

Publications

Journal articles

Russell AE, Benham-Clarke S, Ford T, Eke H, Price A, Mitchell S, Newlove-Delgado T, Moore D, Janssens A (2023). Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh-uS mixed-methods study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY Author URL.
Benham-Clarke SR, Ewing J, Barlow A, Newlove-Delgado T (2023). Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education. European Psychiatry, 66(Suppl 1), s369-s369.
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. Abstract.
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, 41(3), 266-288.
Benham-Clarke S, Ewing J, Barlow A, Newlove-Delgado T (2022). Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education. BMC Public Health, 22(1). Abstract.
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.
Norwich B, Benham-Clarke S, Goei. SL (2020). 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, 33(3), 309-328. 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,  https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour. Author URL.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Education Endowment Foundation,  : https://educationendowmentfoundation.org.uk/public/files/Improving_B ehaviour_in_Schools_Evidence_Review.pdf, Education Endowment Foundation. Abstract.


Simon_Benham-Clarke Details from cache as at 2023-10-03 21:11:34

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Teaching

Occasional lectures and tutorials on research methodologies  

Supervision / Group

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