Kirsty Pert
Biographic Data
| ID | 326534 |
|---|---|
| NAME | Kirsty Pert |
| GIVEN NAMES | Kirsty |
| FAMILY NAME | Pert |
| SIGNATURE | PERT K |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0002-0048-4290 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| 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…
We want it to be a culture”
Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and chang…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
Will My Young Adult Years be Spent Socially Distancing?”
For older adolescents, the COVID-19 pandemic and UK restrictions arrived during a critical period in the transition to adulthood. Early research exploring impact of the pandemic paints a picture of worsened adolescent wellbeing and mental health. We explore the subjective experiences of 16- to 19-year-olds during the first UK lockdown, with an emphasis on wellbeing and coping, to complement quantitative evidence and inform strategies and provisio…
Using Creative Approaches and Facilitating Remote Online Focus Groups With Children and Young People
The importance of engaging and involving children and young people (CYP) in research is widely recognised, especially for educational research exploring CYP's perceptions and experiences of school processes. Historically, working with CYP to collect qualitative data has involved face-to-face interactions, however the social distancing requirement during the COVID-19 pandemic meant there was a need to move 'online' and work 'remotely'. In this pap…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
Will My Young Adult Years be Spent Socially Distancing?”
For older adolescents, the COVID-19 pandemic and UK restrictions arrived during a critical period in the transition to adulthood. Early research exploring impact of the pandemic paints a picture of worsened adolescent wellbeing and mental health. We explore the subjective experiences of 16- to 19-year-olds during the first UK lockdown, with an emphasis on wellbeing and coping, to complement quantitative evidence and inform strategies and provisio…
Using Creative Approaches and Facilitating Remote Online Focus Groups With Children and Young People
The importance of engaging and involving children and young people (CYP) in research is widely recognised, especially for educational research exploring CYP's perceptions and experiences of school processes. Historically, working with CYP to collect qualitative data has involved face-to-face interactions, however the social distancing requirement during the COVID-19 pandemic meant there was a need to move 'online' and work 'remotely'. In this pap…
Will My Young Adult Years be Spent Socially Distancing?”
For older adolescents, the COVID-19 pandemic and UK restrictions arrived during a critical period in the transition to adulthood. Early research exploring impact of the pandemic paints a picture of worsened adolescent wellbeing and mental health. We explore the subjective experiences of 16- to 19-year-olds during the first UK lockdown, with an emphasis on wellbeing and coping, to complement quantitative evidence and inform strategies and provisio…
Using Creative Approaches and Facilitating Remote Online Focus Groups With Children and Young People
The importance of engaging and involving children and young people (CYP) in research is widely recognised, especially for educational research exploring CYP's perceptions and experiences of school processes. Historically, working with CYP to collect qualitative data has involved face-to-face interactions, however the social distancing requirement during the COVID-19 pandemic meant there was a need to move 'online' and work 'remotely'. In this pap…
We want it to be a culture”
Our analysis presents a vision from children and young people of an integrated systems approach to wellbeing provision, with a relational, participatory culture in which wellbeing and student needs are prioritised. However, our participants identified a range of tensions that risk undermining efforts to promote wellbeing. Achieving children and young people's vision for an integrated culture of wellbeing will require critical reflection and chang…
It's scary starting a new school
BackgroundChildren and young people experience various transitions throughout their education. Theory and evidence highlight that these can be complex, and poor experiences of transitions can be associated with worsened outcomes, necessitating a need to develop and implement wellbeing support. However, children and young people's views are lacking in the literature, and studies tend to focus on specific transitions rather than on what matters for…
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…
Psychology (4 works) · Qualitative research (4 works) · Sociology (4 works) · Early Childhood Education and Development (3 works) · Focus group (3 works) · Medicine (3 works) · Reflexivity (3 works) · Thematic analysis (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Developmental psychology (2 works)