Hannah Littlecott
Biographic Data
| ID | 6162765 |
|---|---|
| NAME | Hannah Littlecott |
| GIVEN NAMES | Hannah |
| FAMILY NAME | Littlecott |
| SIGNATURE | LITTLECOTT H |
| AFFILIATIONS | Cardiff University |
| ORCID | 0000-0002-6391-9757 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Public Involvement in the Evaluation of Local Government Public Health Interventions in the UK
INTRODUCTION: The value of public involvement in research is increasingly recognised, bringing specific lived experience to inform research from the outset. Despite known benefits, barriers to meaningful public involvement remain and further studies are needed to understand how it can be embedded throughout public health research evaluations across diverse contexts. AIM: To understand how public involvement has been embedded across 10 evaluations…
Adapting interventions to new contexts—the Adapt guidance
Implementing interventions with a previous evidence base in new contexts might be more efficient than developing new interventions for each context. Although some interventions transfer well, effectiveness and implementation often depend on the context. Achieving a good fit between intervention and context then requires careful and systematic adaptation. This paper presents new evidence and consensus informed guidance for adapting and transferrin…
Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation
Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken
Testing the “Zero‐Sum Game” Hypothesis
BACKGROUND: Health and education are intrinsically linked, while both are significantly patterned by socioeconomic status throughout the life course. Nevertheless, the impact of promoting health via schools on education is seen by some as a "zero-sum game"; ie, focusing resources on health improvement activity distracts schools from their core business of educating pupils, potentially compromising educational attainment. There is emerging evidenc…
From Complex Interventions to Complex Systems
Challenges in changing school system functioning to orient them towards health are commonly underestimated. Understanding the social interactions of school staff from a complex systems perspective may provide valuable insight into how system dynamics may impede or facilitate the promotion of health and wellbeing. Ego social network analysis was employed with wellbeing leads within four diverse case study schools to identify variability in embedde…
When and how do ‘effective’ interventions need to be adapted and/or re-evaluated in new contexts? The need for guidance
First paragraph: Rational models of evidence-informed policy have historically centred on an assumption that it is possible to identify "effective" health interventions, before recommending wider implementation. However, for population health interventions (which we define as inclusive of public health and health services), transferability to new contexts is often uncertain [1]. Some interventions have demonstrated limited effectiveness, or even …
School, Peer and Family Relationships and Adolescent Substance Use, Subjective Wellbeing and Mental Health Symptoms in Wales
Positive relationships with family, friends and school staff are consistently linked with health and wellbeing during adolescence, though fewer studies explore how these micro-systems interact to influence adolescent health. This study tests the independent and interacting roles of family, peer and school relationships in predicting substance use, subjective wellbeing and mental health symptoms among 11-16 year olds in Wales. It presents cross-se…
From complex social interventions to interventions in complex social systems
Complex systems approaches to social intervention research are increasingly advocated. However, there have been few attempts to consider how models of intervention science, such as the UK's Medical Research Council complex interventions framework, might be reframed through a complex systems lens. This article identifies some key areas in which this framework might be reconceptualized, and a number of priority areas where further development is ne…
Cluster randomised trial of a school-community child health promotion and obesity prevention intervention
ACTRN12607000385448 (Date submitted 31/05/2007; Date registered 23/07/2007; Date last updated 15/12/2009)
School composition, school culture and socioeconomic inequalities in young people's health
Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and …
Variations in schools’ commitment to health and implementation of health improvement activities
There is no evidence of an 'inverse care law' in school health, with some evidence of more comprehensive, multi-level health improvement activity in more deprived schools. This large-scale, quantitative analysis supports previous smaller scale, qualitative studies/process evaluations that suggest that senior management team commitment to delivering health improvement, and formulating and reviewing progress against written action plans, are import…
Predictors of physical activity and sedentary behaviours among 11-16 year olds
Shorter lunch breaks were associated with increased sedentary time. Therefore, while further research is needed to better understand the causal nature of this association, extending lunch breaks could have a positive impact on sedentary behaviour through the provision of more time for physical activity. The findings also suggest that active travel could offer a mechanism for increasing physical activity levels particularly amongst girls. Particul…
Association between breakfast consumption and educational outcomes in 9–11-year-old children
Objective Breakfast consumption has been consistently associated with health outcomes and cognitive functioning in schoolchildren. Evidence of direct links with educational outcomes remains equivocal. We aimed to examine the link between breakfast consumption in 9–11-year-old children and educational outcomes obtained 6–18 months later. Design Data on individual-level free school meal entitlement and educational outcomes (Statutory Assessment Tes…
Perceptions of success of a local UK public health collaborative
Successful public health initiatives require multi-sector collaboration. AVONet was a UK collaborative developed to provide evidence-based strategies for active ageing. This study explored the success of AVONet in the achievement of its objectives as perceived by all partners. A convergent parallel mixed-methods design was employed, utilizing a quantitative survey and qualitative semi-structured interviews. Data collection was undertaken in Septe…
E-cigarette use and intentions to smoke among 10-11-year-old never-smokers in Wales
E-cigarettes represent a new form of childhood experimentation with nicotine. Findings are consistent with a hypothesis that children use e-cigarettes to imitate parental and peer smoking behaviours, and that e-cigarette use is associated with weaker antismoking intentions
From complex social interventions to interventions in complex social systems
Complex systems approaches to social intervention research are increasingly advocated. However, there have been few attempts to consider how models of intervention science, such as the UK's Medical Research Council complex interventions framework, might be reframed through a complex systems lens. This article identifies some key areas in which this framework might be reconceptualized, and a number of priority areas where further development is ne…
School, Peer and Family Relationships and Adolescent Substance Use, Subjective Wellbeing and Mental Health Symptoms in Wales
Positive relationships with family, friends and school staff are consistently linked with health and wellbeing during adolescence, though fewer studies explore how these micro-systems interact to influence adolescent health. This study tests the independent and interacting roles of family, peer and school relationships in predicting substance use, subjective wellbeing and mental health symptoms among 11-16 year olds in Wales. It presents cross-se…
School composition, school culture and socioeconomic inequalities in young people's health
Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and …
When and how do ‘effective’ interventions need to be adapted and/or re-evaluated in new contexts? The need for guidance
First paragraph: Rational models of evidence-informed policy have historically centred on an assumption that it is possible to identify "effective" health interventions, before recommending wider implementation. However, for population health interventions (which we define as inclusive of public health and health services), transferability to new contexts is often uncertain [1]. Some interventions have demonstrated limited effectiveness, or even …
E-cigarette use and intentions to smoke among 10-11-year-old never-smokers in Wales
E-cigarettes represent a new form of childhood experimentation with nicotine. Findings are consistent with a hypothesis that children use e-cigarettes to imitate parental and peer smoking behaviours, and that e-cigarette use is associated with weaker antismoking intentions
Perceptions of success of a local UK public health collaborative
Successful public health initiatives require multi-sector collaboration. AVONet was a UK collaborative developed to provide evidence-based strategies for active ageing. This study explored the success of AVONet in the achievement of its objectives as perceived by all partners. A convergent parallel mixed-methods design was employed, utilizing a quantitative survey and qualitative semi-structured interviews. Data collection was undertaken in Septe…
Variations in schools’ commitment to health and implementation of health improvement activities
There is no evidence of an 'inverse care law' in school health, with some evidence of more comprehensive, multi-level health improvement activity in more deprived schools. This large-scale, quantitative analysis supports previous smaller scale, qualitative studies/process evaluations that suggest that senior management team commitment to delivering health improvement, and formulating and reviewing progress against written action plans, are import…
Predictors of physical activity and sedentary behaviours among 11-16 year olds
Shorter lunch breaks were associated with increased sedentary time. Therefore, while further research is needed to better understand the causal nature of this association, extending lunch breaks could have a positive impact on sedentary behaviour through the provision of more time for physical activity. The findings also suggest that active travel could offer a mechanism for increasing physical activity levels particularly amongst girls. Particul…
Association between breakfast consumption and educational outcomes in 9–11-year-old children
Objective Breakfast consumption has been consistently associated with health outcomes and cognitive functioning in schoolchildren. Evidence of direct links with educational outcomes remains equivocal. We aimed to examine the link between breakfast consumption in 9–11-year-old children and educational outcomes obtained 6–18 months later. Design Data on individual-level free school meal entitlement and educational outcomes (Statutory Assessment Tes…
Cluster randomised trial of a school-community child health promotion and obesity prevention intervention
ACTRN12607000385448 (Date submitted 31/05/2007; Date registered 23/07/2007; Date last updated 15/12/2009)
School composition, school culture and socioeconomic inequalities in young people's health
Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and …
School, Peer and Family Relationships and Adolescent Substance Use, Subjective Wellbeing and Mental Health Symptoms in Wales
Positive relationships with family, friends and school staff are consistently linked with health and wellbeing during adolescence, though fewer studies explore how these micro-systems interact to influence adolescent health. This study tests the independent and interacting roles of family, peer and school relationships in predicting substance use, subjective wellbeing and mental health symptoms among 11-16 year olds in Wales. It presents cross-se…
From complex social interventions to interventions in complex social systems
Complex systems approaches to social intervention research are increasingly advocated. However, there have been few attempts to consider how models of intervention science, such as the UK's Medical Research Council complex interventions framework, might be reframed through a complex systems lens. This article identifies some key areas in which this framework might be reconceptualized, and a number of priority areas where further development is ne…
From Complex Interventions to Complex Systems
Challenges in changing school system functioning to orient them towards health are commonly underestimated. Understanding the social interactions of school staff from a complex systems perspective may provide valuable insight into how system dynamics may impede or facilitate the promotion of health and wellbeing. Ego social network analysis was employed with wellbeing leads within four diverse case study schools to identify variability in embedde…
When and how do ‘effective’ interventions need to be adapted and/or re-evaluated in new contexts? The need for guidance
First paragraph: Rational models of evidence-informed policy have historically centred on an assumption that it is possible to identify "effective" health interventions, before recommending wider implementation. However, for population health interventions (which we define as inclusive of public health and health services), transferability to new contexts is often uncertain [1]. Some interventions have demonstrated limited effectiveness, or even …
Testing the “Zero‐Sum Game” Hypothesis
BACKGROUND: Health and education are intrinsically linked, while both are significantly patterned by socioeconomic status throughout the life course. Nevertheless, the impact of promoting health via schools on education is seen by some as a "zero-sum game"; ie, focusing resources on health improvement activity distracts schools from their core business of educating pupils, potentially compromising educational attainment. There is emerging evidenc…
Adapting interventions to new contexts—the Adapt guidance
Implementing interventions with a previous evidence base in new contexts might be more efficient than developing new interventions for each context. Although some interventions transfer well, effectiveness and implementation often depend on the context. Achieving a good fit between intervention and context then requires careful and systematic adaptation. This paper presents new evidence and consensus informed guidance for adapting and transferrin…
Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation
Formative, pragmatic process evaluations can support researchers, policy-makers and practitioners in developing robust scientific evidence-bases for acceptable and feasible local innovations that do not already have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken
Public Involvement in the Evaluation of Local Government Public Health Interventions in the UK
INTRODUCTION: The value of public involvement in research is increasingly recognised, bringing specific lived experience to inform research from the outset. Despite known benefits, barriers to meaningful public involvement remain and further studies are needed to understand how it can be embedded throughout public health research evaluations across diverse contexts. AIM: To understand how public involvement has been embedded across 10 evaluations…
Medicine (13 works) · Psychology (9 works) · Environmental health (7 works) · Nursing (7 works) · Psychological intervention (7 works) · Health Policy Implementation Science (6 works) · Public health (6 works) · Community Health and Development (5 works) · Obesity, Physical Activity, Diet (5 works) · School Health and Nursing Education (5 works)