Lily Verity
Biographic Data
| ID | 2745620 |
|---|---|
| NAME | Lily Verity |
| GIVEN NAMES | Lily |
| FAMILY NAME | Verity |
| SIGNATURE | VERITY L |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-7339-722X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Advocating for a holistic culture of school wellbeing—an evaluation of the Well Schools whole school approach to pupil and teacher wellbeing
Introduction Supporting wellbeing within education settings is vital. Whole school approaches present a holistic and integrated mechanism that recognises school staff, the school community, and pupils. The Well Schools whole school approach to supporting teacher and pupil wellbeing provides a framework that guides planning, policy, and practice while allowing for bespoke and socially valid approaches suitable for each school community. Method A c…
Loneliness from the Perspective of Young People with Autism and/or ADHD
Background/Objectives: Loneliness is a common experience in adolescence, typically centered around difficulties in relationships with same-age peers and friends. It is often assumed that those diagnosed with autism and/or Attention-Deficit/Hyperactivity Disorder (ADHD) are at greater risk of loneliness than their non-diagnosed peers due to documented difficulties in making and maintaining friendships. Although quantitative research on loneliness …
Age differences in conceptualisations of loneliness
Loneliness is a common experience during adolescence, yet little research has explored how loneliness is conceptualised and experienced according to adolescents at different stages of development. The current study examines the perspectives of young people aged 8–24 years on experiences of loneliness in youth. Arts-based workshops and focus groups (n = 145) were conducted to explore youths' perspectives on loneliness, youth were grouped according…
Exploring how children and adolescents talk about coping strategies relating to loneliness using reflexive thematic analysis
Participants described a partially sequential process in choosing coping strategies for loneliness, including effective and maladaptive choices. Effective strategies were highlighted, reflecting developmental stages with the need for self-motivation. Participants noted challenges in engaging in coping due to skill deficits. These findings are crucial for developing interventions specific to this population
Fit to belong
Previous qualitative research has explored how adolescents conceptualise loneliness, but, there is currently no examination of whether loneliness is understood differently by adolescents in different countries. To address that gap, the current study used semi-structured interviews to explore what loneliness is, and how to cope with it, from the perspectives of 29 adolescents (15 male, 14 female), aged 14–16 years from Lithuania ( n = 6), Poland (…
Loneliness During the School Years
BACKGROUND: Substantial evidence links loneliness to poor academic outcomes and poor employment prospects. Schools have been shown to be places that mitigate or aggravate loneliness, suggesting a need to consider how schools can better support youth experiencing loneliness. METHODS: We conducted a narrative review on loneliness in childhood and adolescence to examine the literature on how loneliness changes over the school years and how it influe…
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance
BackgroundLoneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.AimsIn this study, we (1) explore individual-, school- and country-level correlates of loneliness to help identify potential intervention targets, and (2) examine the influence of loneliness on academic performance.Samp…
This is what loneliness looks like
The present study used quantitative and qualitative methods to explore how lonely young people are seen from others’ perspectives, in terms of their personality, behavior, and life circumstances. Data were drawn from the Environmental Risk Longitudinal Twin Study, a cohort of 2,232 individuals born in the U.K. in the mid-1990s. When participants were aged 18, they provided self-reports of loneliness, and informant ratings of loneliness were provi…
Social and emotional learning in primary schools
BACKGROUND: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classific…
Loneliness From the Adolescent Perspective
There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages…
Tell Me about Loneliness
friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience
Loneliness From the Adolescent Perspective
There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages…
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance
BackgroundLoneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.AimsIn this study, we (1) explore individual-, school- and country-level correlates of loneliness to help identify potential intervention targets, and (2) examine the influence of loneliness on academic performance.Samp…
Tell Me about Loneliness
friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience
This is what loneliness looks like
The present study used quantitative and qualitative methods to explore how lonely young people are seen from others’ perspectives, in terms of their personality, behavior, and life circumstances. Data were drawn from the Environmental Risk Longitudinal Twin Study, a cohort of 2,232 individuals born in the U.K. in the mid-1990s. When participants were aged 18, they provided self-reports of loneliness, and informant ratings of loneliness were provi…
Social and emotional learning in primary schools
BACKGROUND: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classific…
Loneliness From the Adolescent Perspective
There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages…
Fit to belong
Previous qualitative research has explored how adolescents conceptualise loneliness, but, there is currently no examination of whether loneliness is understood differently by adolescents in different countries. To address that gap, the current study used semi-structured interviews to explore what loneliness is, and how to cope with it, from the perspectives of 29 adolescents (15 male, 14 female), aged 14–16 years from Lithuania ( n = 6), Poland (…
Loneliness During the School Years
BACKGROUND: Substantial evidence links loneliness to poor academic outcomes and poor employment prospects. Schools have been shown to be places that mitigate or aggravate loneliness, suggesting a need to consider how schools can better support youth experiencing loneliness. METHODS: We conducted a narrative review on loneliness in childhood and adolescence to examine the literature on how loneliness changes over the school years and how it influe…
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance
BackgroundLoneliness during adolescence has adverse consequences for mental health, education and employment outcomes. Yet, we know little about common correlates of loneliness among adolescents, making intervention work difficult.AimsIn this study, we (1) explore individual-, school- and country-level correlates of loneliness to help identify potential intervention targets, and (2) examine the influence of loneliness on academic performance.Samp…
Exploring how children and adolescents talk about coping strategies relating to loneliness using reflexive thematic analysis
Participants described a partially sequential process in choosing coping strategies for loneliness, including effective and maladaptive choices. Effective strategies were highlighted, reflecting developmental stages with the need for self-motivation. Participants noted challenges in engaging in coping due to skill deficits. These findings are crucial for developing interventions specific to this population
Advocating for a holistic culture of school wellbeing—an evaluation of the Well Schools whole school approach to pupil and teacher wellbeing
Introduction Supporting wellbeing within education settings is vital. Whole school approaches present a holistic and integrated mechanism that recognises school staff, the school community, and pupils. The Well Schools whole school approach to supporting teacher and pupil wellbeing provides a framework that guides planning, policy, and practice while allowing for bespoke and socially valid approaches suitable for each school community. Method A c…
Loneliness from the Perspective of Young People with Autism and/or ADHD
Background/Objectives: Loneliness is a common experience in adolescence, typically centered around difficulties in relationships with same-age peers and friends. It is often assumed that those diagnosed with autism and/or Attention-Deficit/Hyperactivity Disorder (ADHD) are at greater risk of loneliness than their non-diagnosed peers due to documented difficulties in making and maintaining friendships. Although quantitative research on loneliness …
Age differences in conceptualisations of loneliness
Loneliness is a common experience during adolescence, yet little research has explored how loneliness is conceptualised and experienced according to adolescents at different stages of development. The current study examines the perspectives of young people aged 8–24 years on experiences of loneliness in youth. Arts-based workshops and focus groups (n = 145) were conducted to explore youths' perspectives on loneliness, youth were grouped according…
Loneliness (9 works) · Health disparities and outcomes (8 works) · Psychology (8 works) · Social Psychology (8 works) · Developmental psychology (7 works) · Clinical Psychology (6 works) · Qualitative research (6 works) · Thematic analysis (6 works) · Resilience and Mental Health (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works)