Dr Karan Vickers-Hulse, Dr Jane Carter and Dr Sarah Whitehouse have been successful in securing funding from the British Academy to deliver a three-day writing and mentorship workshop for early career researchers in South Africa. These workshops will be planned and delivered alongside academics from four universities in South Africa and will focus on early career researchers with an interest in teacher education, social justice, equity, and decolonising knowledge production. The project aims to build capacity in academic writing, publishing, and grant development while creating sustained international research networks and increasing the visibility of African scholarship.
The project builds on existing partnerships with the University of Zululand in KwaZulu-Natal, which were developed through connections with Project Zulu and sustained during previous British Academy funding. The team has reached out to academics in other institutions in South Africa to ensure that they can build a sustainable early career researcher network across universities in South Africa. The bid aligns closely with Project Zulu by extending a shared commitment to educational equity and aims to strengthen the research and teacher education ecosystem that underpins long-term, systemic change in South Africa.
How machine vision is unlocking new ways to understand and improve animal welfare
AWARE-AI, a new two-year research project led by the Centre for Machine Vision (CMV) at UWE Bristol, bringing together partners from academia and industry to explore how artificial intelligence can recognise and track animal emotions through visual behaviour analysis has been backed by over £1 million in funding, including support from UK Research and Innovation (UKRI).
With collaborators including SRUC, Zoetis, and Agsenze, AWARE-AI represents a major step forward in how technology can support animal welfare -both on farms and beyond.
A team effort pushing the boundaries of AI and animal welfare
At its core, AWARE-AI is a collaborative effort led by CMV researchers, combining expertise in machine vision, artificial intelligence and animal behaviour.
Together, the team is working to answer a complex challenge: how can we interpret non-verbal emotional signals in animals in a way that is reliable, scalable, and grounded in science?
The answer lies in rethinking how we understand behaviour as something richer than just isolated actions, something more dynamic, and more meaningful.
From pigs to cows: Can AI understand emotion across species?
One of the most ambitious aspects of the project is its cross-species approach.
Focusing on both pigs and cattle, researchers will explore whether AI models trained in one context can translate across different animals and environments. This has huge implications for scalability – moving from species-specific tools to systems that can work more broadly across agriculture and animal care.
If successful, this could lay the foundation for AI systems capable of recognising emotional states across a wide range of animals.
A new way of reading behaviour: Emotion as a ‘language’
AWARE-AI takes a fundamentally different approach to understanding animal behaviour.
Rather than looking at single indicators, such as ear position or movement in isolation, the project treats behaviour more like a language. Instead of words, animals express themselves through patterns of posture, movement, and interaction over time. Rather than relying on existing datasets, the project will work with animals in controlled settings to observe how emotional states change over time.
This shift allows AI to move beyond surface-level signals and begin to interpret behaviour in a more holistic, nuanced way – closer to how humans intuitively understand emotion.
Building on a strong foundation of innovation
The project builds on CMV’s strong track record of applying AI to real-world agricultural challenges. Previous innovations have included developing systems capable of detecting stress in animals, identifying individual livestock within herds, and enabling continuous welfare monitoring through visual data.
AWARE-AI takes this work a step further, shifting the focus from identifying signs of distress to understanding the full emotional landscape of animal behaviour.
Why it matters: Smarter systems, better welfare
The potential impact of this research is significant.
AI-powered monitoring tools could enable:
earlier detection of changes in animal wellbeing
more responsive and informed care
improved welfare standards across agriculture
Beyond farming, the implications extend to animal welfare science, conservation, and any setting where understanding animal behaviour is critical.
Looking ahead
Launching in April 2026 and running for 24 months, AWARE-AI is set to position UWE Bristol and the Centre for Machine Vision at the forefront of research into AI and animal emotion.
The Economic and Social Research Council (ESRC) has launched its Postdoctoral Fellowship Scheme for 2026. These nine-month Fellowships (eighteen months if part-time) aim to provide a development opportunity for those at the immediate postdoctoral stage of their career, giving applicants the opportunity to consolidate their PhD through developing publications, expanding their networks, as well as their research and professional skills.
These ESRC Fellowships are only available to universities that are part of a Doctoral Training Partnership (DTP). UWE Bristol is a member of the South West DTP (SWDPT), which allows us to submit up to four applications for consideration by the SWDTP. The SWDTP will assess approximately 38 applications from its partners and select five candidates for approval by the ESRC: SWDTP ESRC Postdoctoral Fellowships process.
This is a great opportunity to have an ESRC-funded postdoc fellowship at UWE Bristol, and we will offer full support in the application development process for up to four candidates successful at EOI stage.
Eligibility
The Postdoctoral Fellowship is open to all who:
undertook their PhD at a UK university or research organisation, and
have been awarded a PhD or have passed their viva voce with minor amendments by the 1 June 2026 and have been awarded their PhD by the fellowship start date of 1 October 2026.
All those who have been awarded their PhD and are on a fixed-term contract are also eligible to apply provided they have no more than 15 months’ full-time equivalent active postdoctoral experience, measured from their viva pass date to the closing date for the competition.
Activity
The fellowship will start on 1 October 2026 and last for 9 months full-time, or 18 months if part-time. Funding will cover the fellow’s salary (£38,783 – £46,049 pro-rata), indirect and estate costs, and up to £7,500 for all other costs.
The deadline to send your Expression for Interest (EOI) to UWE Bristol is 13 April 2026, 17:00 BST
Applicants selected at EOI stage will receive support from UWE Bristol’s Research and External Engagement team as well as their mentor to help develop their full application. Note that only one application to a single DTP is permitted.
If selected at the EOI stage, the deadline to send your full application to SWDTP through UWE Bristol is 1 June 2026, 23:59 BST
Next steps for applicants
Check that your project compliments one of the 6 Pathways held by UWE Bristol.
Do you have a mentor? Applicants need to have a Fellowship mentor to support them in developing the Full Stage application. If you do not already have a mentor, please consider who is working in the Pathway at UWE Bristol and may be appropriate to support you.
If you need help finding an appropriate mentor, please contact research@uwe.ac.uk at the earliest opportunity so you can discuss your potential project with them.
Timelines are short, and therefore we suggest that you only apply if you can work on the Full Stage application during May 2026.
Application form and attachments required
EOI Application Form:
Please save and download a copy of the application form first using the link below and fill it in after you have downloaded your own copy.
2-page CV, including a list of your publications, minimum font size 11
Reference list for any citations in the Case for Support (optional).
Please send your application form and all attachments to Research@uwe.ac.uk. In the email subject please use the protocol “ESRC SWDTP Fellowship FIRST NAME & SURNAME” before the deadline on 13 April 2026, 17:00 BST.
Documents and links
Appreciating this is a very tight deadline, we recommend you familiarise yourself with familiarise with the ESRC Full Stage application form in advance:
Each February, UWE Bristol Secondary Education students have the opportunity to take part in a two-week teaching placement with our partner schools in Richards Bay. This year, four students travelled to South Africa to volunteer at Khula High School and Gwejobomvu Secondary School, embracing opportunities for cultural exchange, professional development and collaborative learning.
The placements offer the students a unique chance to experience teaching in a new context, working in classrooms that often have larger class sizes and fewer resources than those in the UK. Despite these challenges, the students quickly adapted, drawing on their training and creativity to support learners and contribute meaningfully to school life. As always, the warmth and generosity of our partner schools played a huge role in making the experience both rewarding and memorable.
A key feature of the February visit is our annual collaboration day with the University of Zululand (UNIZULU). This year’s theme focused on classroom behaviour management, offering a chance to share insights from Project Zulu’s recent work with partner schools and begin exploring this topic with UNIZULU colleagues. Academics from both institutions came together to compare approaches and discuss the realities of behaviour management in both countries, including the persistence of corporal punishment in some South African schools. These conversations offered valuable insights, reinforcing the value of cross‑cultural professional dialogue.
Students from UWE and UNIZULU also spent time together during the visit, touring the UNIZULU campus, attending a lecture and exchanging experiences of student life in both South Africa and the UK. The following day, the UNIZULU group visited the UWE students at their placement schools to observe lessons, share feedback and discuss pedagogies, continuing the spirit of mutual learning.
Following the collaboration day, UWE Senior Lecturer in Secondary Business Education, Nicola Rew began data collection for her master’s research, conducting interviews with educators across our partner schools in the Madadeni township. Her study will evaluate the impact of Project Zulu’s behaviour management workshops, which have been attended by hundreds of educators over the past two years. The findings will help us understand what is working well and where further support may be needed, ensuring that future workshops are informed by evidence and grounded in the experiences of our partner schools.
The team also met with school leaders in Madadeni to plan for the July-August volunteering period, during which more than 40 UWE students and staff from a range of disciplines will work alongside partner schools on eight projects across the district. These planning meetings are essential for ensuring that our work remains collaborative, responsive and aligned with the priorities of our partners.
As always, the February trip was a reminder of the depth and value of our partnerships in KwaZulu-Natal. We are grateful to all the schools, educators and academics who welcomed us so warmly, and we look forward to building on this momentum throughout 2026.
The continued publication of the Jeffrey Epstein files highlights the complexity and impact of sexual abuse and exploitation. The files reinforce the need for an individual and collective understanding, to respond to, and prevent, child sexual abuse and exploitation. The challenge is the nature and extent of the abuse conveyed in the files, alongside the media allegations and reports of a range of individuals, although not found guilty of any wrongdoing, that risks distracting from the main message and central learning. Sexual abuse and exploitation can be preventable, but only if signs are understood and reports and concerns are seen as truthful and taken seriously. There then must be acknowledgment of the responsibility for all individuals to step in, and to feel confident to do so.
Prevalence of sexual abuse
Sexual abuse and exploitation are a broad array of offences and behaviours that affect women and children, which is complicated by the fact that these offences can vary by country and can be challenging to detect and prosecute transnationally. Hence, the true scale of sexual abuse is unknown due to underreporting and inconsistent terminology across organisations, different governmental organisations and countries. The UN reports that one in three women and girls (736 million) have experienced physical and/or sexual violence, mostly by intimate partners. Six per cent of women globally report non-partner sexual violence, and 15 million adolescent girls aged 15–19 have experienced and reported rape. The reality of child sexual abuse prevalence is unclear but UNICEF estimates that 1 in 8 children globally (12.7%) are sexually abused before 18. In England and Wales, one in 10 children are sexually abused before 16, though this is likely underestimated. UN data shows online gender-based violence prevalence ranges from 16–58%, with Facebook as the top platform where it occurs. So it is evident that there is a pervasive issue.
Terminology: Abuse, Exploitation and Paraphilias
In the Epstein case, the terms child sexual abuse and child sexual exploitation are often used. It is important to unpack this terminology, as it is inconsistent and not understood in the same way across public narratives. Child sexual abuse (CSA) is when a child is used for someone else’s sexual gratification, with no possibility of genuine consent. Child sexual exploitation (CSE) also involves sexual harm, but includes exchange (i.e., someone offers or gives something of value, or the child gains something from it). Both are harmful and damaging to the child, but often in CSE cases, the child can be thought of as a willing accomplice as they are in some way benefiting from it. Therefore, cultivating a blame culture around it, resulting in a lack of support. The perspective of benefiting is a misnomer as they are being groomed and abused. It is important to understand in the Epstein case both of these were happening; he was directly sexually abusing children and through exploitation was facilitating the abuse of them, as well as adult women.
Epstein has often been referred to in the press and public discourses as a paedophile. Paedophilia is a paraphilia, which is a sexual attraction to something not inherently sexual. Paedophilia is a clinical term, not a legal term or offence category, that refers to someone who is sexually attracted to pre-pubertal children. In the clinical guidance, this refers to children under 11. The term paedophile in modern socio-political and media discourses has been used to talk about all child sexual abuse, which is problematic. Based on the emerging evidence from the released files and from past lawsuits, it seems that Epstein’s preferred victims were of early to mid-puberty, so 11 -15. This means that he was more likely to be diagnosed as a Hebephile, a person who is sexually attracted to children in early puberty. Therefore, the terminology used is potentially incorrect and unhelpful in helping society understand his offenses and behaviour. The emerging evidence is that his offences were driven by power and control, not by sexual paraphilias. In addition, this means that some people may mistakenly assume that everyone linked to Epstein was a potential paedophile or a paedophilic sympathiser. This is unhelpful on many levels, but especially to their adult victims and especially to their victims who were exploited.
Society needs to understand Epstein’s behaviour as a form of exploitation and abuse, as that is what it was; it was organised criminogenic and exploitative behaviour that exploited and abused women and girls.
Learning from the Epstein case
As more of the files are published and more of the processes are uncovered, we can learn more about what Epstein did and how he facilitated the exploitation and abuse. The detailed records, images, emails, and part-work that were kept showed that it was an organised, orchestrated pattern of behaviour. It shows intent, but also a lack of trust and a need for evidence on his behalf in case one of his coworkers turned against him. Understanding the longevity of his offences is rooted in understanding the people that he associated with – powerful people with influence. However, association alone doesn’t equate to knowledge or complicity.
Epstein’s exploitation and abuse were able to continue for decades because of the socio-political fallout from any of his associates being linked to him. The context of the files, emails, and pictures provide accounts of a range of activities that raise questions about people’s connections and interactions with Epstein. They raise questions in the sociopolitical landscape about his relationships with individuals, which are difficult to prove but are subjective enough to prompt public speculation. This added to his wealth and influence, making him feel untouchable and emboldening him to continue exploiting. It also meant that society would not question him. When this is coupled with the fact that we do not talk about sexual abuse, do not believe victims, and that a lot of the abuse was facilitated through exploitation, it made the case a perfect storm. It seemed that society individually and collectively looked away.
Prevention and engagement
The main learning from the Epstein case is a simple one, as a society we need to learn about, talk about and challenge child sexual abuse and exploitation more than we do. We need to understand the nature and prevalence of child sexual abuse and exploitation so that we can be confident in challenging it, stopping the abuse and supporting victims. Which should happen through an EPiCrim (public health and criminological) framework. Taking an EPiCrim approach allows us to understand child sexual abuse and exploitation from multi-perspectives. In taking an EpiCrim approach, we focus on the internal (biological and individual/developmental psychology) and external (social and community psychology and social) causes of the abuse to prevent first-time (primary and secondary prevention) and repeat offending (tertiary and quaternary prevention) across the socio-ecological model (individual, interpersonal, community and societal). In respect to the Epstein case, both his abuse and the exploitation he facilitated, how do we read the signs of abuse, how do we engage with potential victims and harmers, how do we put the community sanctions and supports in place (both online and offline) to prevent it and how do we shift social norms to empower freer dialogue in this area?
Book: Developing and Implementing a Public Health and Criminological Approach to Tackling Sexual Abuse
Conclusions
The release of more of the Epstein files will prompt more conversations about these actions, his crimes, and his abuse and exploitation of women and girls. This needs to emerge so that victims can be supported and, if any further evidence of criminal acts are found, people are held to account for their actions. But it also needs to enable us individually and collectively to learn from the exploitation and abuse. The release of the files should give us more evidence and, therefore, confidence to speak out about sexual abuse and exploitation and to intervene before there are more victims.
Just before Christmas, UK Research and Innovation (UKRI) published its 2026–30 budget allocations, outlining significant changes to how it plans, manages and deploys funding, described by UKRI as the most substantial shift since its creation. Last week’s open letter from UKRI Chief Executive Ian Chapman adds helpful clarity, particularly around curiosity-driven research and alignment with national priorities.
For UWE Bristol researchers, these changes affect how funding is framed, assessed and positioned – even where the underlying research remains unchanged. We encourage you to read the full UKRI explainer blog to understand details behind these changes.
A new way of organising UKRI funding
UKRI’s £38.6bn budget for 2026–30 is now structured around four outcome focused areas rather than individual Research Councils:
Curiosity driven research (investigator-led, responsive mode)
Strategic government and societal priorities (mission-led, challenge-focused)
Enabling and strengthening UK R&D (infrastructure, skills, institutes, platforms)
Across the four years, this includes:
£14.5bn for curiosity-driven foundational research
£8.3bn for targeted R&D addressing government and societal priorities
£7.4bn to support innovative companies to start, scale and stay in the UK
£8.4bn for skills, talent, infrastructure and national facilities underpinning all three areas
What this means for UWE researchers:
Expect more cross-council, outcome-driven calls. When shaping projects, consider which ‘bucket’ your work sits in, and frame your plans in terms of the outcomes UKRI is now emphasising.
Growing emphasis on the Industrial Strategy and IS-8
UKRI will increasingly align its programmes with the government’s Modern Industrial Strategy, particularly its eight priority sectors (the IS8): Advanced Manufacturing; Clean Energy Industries; Creative Industries; Defence; Digital & Technologies (including AI, Quantum and Engineering Biology); Life Sciences; Financial Services; and Professional & Business Services.
More funding will flow through UKRI-managed, Industrial Strategy-aligned programmes rather than traditional council-specific routes. Exactly how this framing will shape calls, assessment processes or partnership expectations is still emerging (see this Substack for a more detailed analysis of what problems this reorganisation may be trying to solve), with more detail expected in forthcoming Strategic Delivery Plans.
What this means for UWE researchers:
It’s useful to consider how your work can be articulated in relation to the IS8, directly or indirectly, alongside its disciplinary strengths and societal relevance. You might also reflect on how your research connects to UWE’s four RISE Beacons and, through them, to IS8 sectors (e.g., how work under “Shaping integrated healthcare” links to Life Sciences and NHS transformation). Additionally, consider alignment with major national agendas such as the NHS Long Term Plan or the AI for Science Strategy, and with regional strengths and priorities in the West of England.
Fundamental research and research not aligned to IS-8 is still valued
Curiosity-driven, fundamental research remains central to the system, reflected in its substantial share of total funding. UKRI is also retaining a meaningful “wider priorities” category within its strategic and innovation portfolios, enabling investment in nationally important areas that do not fit neatly within the IS8, such as climate adaptation; environmental resilience; space; and food, animal and plant health.
What this means for UWE researchers:
If you work in discovery-led research:
continue developing proposals and articulate the originality, long-term public value and intellectual ambition of your work clearly;
look out for new responsive-mode opportunities as headroom increases later this year.
How the BID team can support you
If you’d like to explore what these changes mean for your work, Centre, School or College, the BID team can help with early conversations about alignment and positioning, horizon scanning and funder intelligence, and strategic discussions about how your research connects to the newly articulated UKRI priorities. You can find out who would be best to contact on the BID team staff intranet page. Meanwhile, if the growth in commercialisation funding has prompted thinking about how your ideas could lead to new products, services or tools, or spin-outs and social enterprises, or policy outputs, start a conversation early with the Impact and Commercialisation team.
Dr Elizabeth Jenkinson, Associate Professor in Health Psychology at University of the West of England, has been awarded the British Psychological Society Division of Health Psychology Chair’s Mentoring Award for 2025.
The award recognises Liz’s outstanding contribution to the discipline of health psychology through her long-standing commitment to mentoring early- and mid-career psychologists, academic colleagues, practitioners and peers across the profession.
Over many years, Liz has played a pivotal role in supporting career development in health psychology, combining academic rigour with a deeply person-centred approach to mentorship. Mentees consistently highlight her ability to understand where individuals are in their professional journeys and to provide insight, challenge and encouragement that supports confidence, growth and long-term success.
“She has a rare ability to truly see her mentees – understanding where they are in their journey, what matters to them and what they need to move forward. Rather than prescribing, she offers insight, challenge and encouragement in a way that empowers ownership and development.”
Alongside her work at UWE Bristol, Liz has been instrumental in shaping national career pathways for health psychologists within the NHS. Since 2021, she has championed the role and value of health psychology through her secondment as NHS England National Training Director for Health Psychology. In this role, she led the recent pilot programme of NHS-funded training in health psychology, helping to expand access to training and strengthen employment opportunities across England.
Her leadership has also had a tangible impact on the profession. Dr Adrian Whittington, Clinical Lead for Psychological Professions at NHS England, highlighted Liz’s role in raising the profile of health psychology nationally and increasing employment opportunities within the NHS.
Dr Amy Baraniak, Chair of the Division of Health Psychology, described Liz as an exemplary role model and a passionate advocate for health psychology, recognising her as a very deserving recipient of this year’s award.
Reflecting on the recognition, Liz said she was particularly pleased to receive the award because of her strong belief in the power of mentorship to strengthen the profession. She noted how meaningful it was to receive messages of support from colleagues and former mentees across her career, many of whom are now successful alumni working across psychology and related disciplines.
As the realities of climate change intensify, it is increasingly clear that resilience must extend beyond infrastructure and economics. Cultural heritage, however, remains one of the most overlooked elements in this equation. UWE Bristol researchers and on-the-ground local professionals and heritage organisations in Yemen are working to change that. The project offers a stark example of what is at stake and how safeguarding heritage can strengthen community resilience in times of conflict and environmental stress.
Yemen’s dual crisis
Yemen is one of the most climate-vulnerable countries in the world. Rising temperatures, water scarcity and increasingly erratic rainfall threaten livelihoods and stability. At the same time, years of conflict have devastated infrastructure and cultural landmarks. Together, these forces put centuries-old heritage and the communities who depend on it at risk.
Historic sites such as Al-Qahira Castle in Taiz, perched high above the city, have suffered severe damage from airstrikes. This fortress has stood for nearly a thousand years, serving as a strategic stronghold and a symbol of Yemeni identity. Its loss would mean erasing a vital link to Yemen’s history and a focal point for community life.
Traditional knowledge, crafts and practices are disappearing, and this loss is central to the challenge faced. These skills are part of Yemen’s living heritage, essential for maintaining historic structures and preserving cultural identity. For example, traditional stone masonry techniques are vital for repairing Al-Qahira Castle, yet few artisans remain to pass on this knowledge. Without these practices, recovery becomes harder and communities lose the cultural tools they need to adapt to climate change.
Students’ heritage projects are being reviewed in a collaborative meeting with the General Authority for Antiquities, Heritage for Peace, and Prof Lisa Mol
Why heritage matters for resilience
Cultural heritage is not just about monuments; it is a foundation for social cohesion and recovery. When heritage is destroyed, communities lose identity and a sense of continuity, making adaptation and peacebuilding harder. Protecting heritage is therefore integral to climate resilience.
Professor Lisa Mol, UWE Bristol, explains:
“Heritage is often overlooked in the nexus of conflict mitigation and climate adaptation strategies, yet it plays a critical role in community resilience. In Yemen, safeguarding cultural identity is as important as rebuilding infrastructure.”
Professor Lisa Mol is working with Heritage for Peace, the Department of Antiquities in Yemen, and international partners to address these challenges through two linked projects:
Documenting climate impacts on heritage Funded by AHRC IAA, this initiative trains young professionals in Taiz to record climate-related damage to built and intangible heritage. It also promotes climate education in schools, helping the next generation understand risks and adaptation strategies.
Emergency stabilisation of Al-Qahira Castle Supported by the U.S. Ambassadors Fund for Cultural Preservation (AFCP), this project responds to severe airstrike damage with urgent conservation measures. It builds on earlier documentation efforts by Heritage for Peace and aims to prevent further collapse of this iconic landmark.
Dr Isber Sabrine, President of Heritage for Peace, says:
“This work is not just about saving stones; it is about saving stories, traditions and the identity of communities who have already endured so much.”
The human impact
For the young professionals involved, these projects offer more than technical training. They provide hope and a sense of agency in a context where opportunities are scarce. Heritage loss is not just a local issue; it is a global one. Cultural diversity enriches humanity, and its destruction erodes our shared history. Moreover, Yemen’s experience highlights a critical gap in climate policy: adaptation must include cultural resilience. If heritage is ignored, recovery will be slower and communities more vulnerable to future shocks. But through this project, the team is working with local stakeholders to develop practical roadmaps for anticipating climate risks and safeguarding heritage sites for future generations. In doing so, they are strengthening the role of heritage as a living expression and celebration of Yemen’s rich cultural identity.
Written by Kat Corbett Interim Head of Circular Economy – UWE Environment & Sustainability Team Project Coordinator MAKERS – Inspire Sustainability Team
New research from UWE Bristol is calling for stronger and more consistent support for children’s participation within Initial Teacher Education (ITE) in Wales, highlighting clear opportunities to embed children’s rights and voice more meaningfully into everyday classroom practice.
The findings are published in a new policy briefing from the Children’s Participation in Schools project, which examines how well ITE programmes prepare new teachers to support children’s participative rights – a core expectation of the Curriculum for Wales and the Welsh Government’s commitment to a rights-based education system Policy Briefing ITE.
Why this matters now
Wales has positioned itself as a global leader in children’s rights, with the Curriculum for Wales placing children’s agency, voice and participation at the heart of teaching and learning. This policy briefing arrives at a critical moment, offering timely insights into how teacher education can further strengthen this ambition in practice.
Over a 12-month period, the research team worked with ITE students and teacher educators across Wales, using enquiry-based workshops and focus groups to explore how children’s participative rights are understood, taught and enacted in both university-based and school-based teacher education.
Key findings
The research found strong alignment between the values of the Curriculum for Wales and participatory pedagogy, with teacher educators recognising the importance of children’s participation in learning. However, the briefing also highlights missed opportunities within current ITE provision.
In practice, student teachers often experience children learning about human rights, rather than through participatory classroom approaches. Participatory practice is frequently limited to formal structures such as school councils or eco-committees, rather than being embedded into everyday classroom decision-making and curriculum-making.
Despite these challenges, the findings point to significant and achievable opportunities to strengthen participatory pedagogies across ITE programmes, building on existing strengths within the Welsh policy landscape.
Supporting children’s rights through teacher education
Associate Professor Sarah Chicken, Principal Investigator for the Children’s Participation in Schools project, said:
“As Principal Investigator for the Children’s Participation in Schools Project, I am delighted to present the findings from our final phase, which examines how Initial Teacher Education (ITE) in Wales can further strengthen children’s participation in classroom practice.
Our findings come at an especially exciting time for education in Wales. The Welsh Government’s commitment to a rights-based education system—reflected in the Curriculum for Wales, which places children’s participation and agency at its core—provides a strong and progressive foundation for this work. Wales is uniquely well positioned to lead the way in embedding children’s participative rights through everyday pedagogical practice.
While our research indicates that participation is not yet consistently foregrounded within all aspects of ITE, it also highlights significant and achievable opportunities to enhance this focus across university-based and school-based provision. These opportunities reflect the strengths already present within the Welsh policy landscape and signal promising avenues for further professional learning among teacher educators.
I hope that this briefing will support ITE providers and wider partners as we collectively build on the Welsh Government’s vision—ensuring that children’s rights, voice and participation are not only valued, but actively realised throughout teaching and learning in Wales.”
Recommendations for policy and practice
The policy briefing sets out a series of recommendations aimed at supporting ITE providers, teacher educators and policymakers to strengthen children’s participation in classrooms across Wales. These include ensuring that ITE programmes actively support the development of participatory pedagogies, expanding professional learning opportunities for teacher educators, and aligning accreditation and inspection processes more closely with the expectations of the Curriculum for Wales.
By focusing on everyday classroom practice – rather than participation as a standalone activity – the briefing highlights how children’s rights can be realised consistently and meaningfully throughout teaching and learning.
Read the policy briefing
The full policy briefing is available to read online:
Written by Professor Alpesh Maisuria, Professor of Education Policy, and Education and Childhood Research Group (ECRG) Lead
How is policy made in Parliament? Where along this journey can academic research make an impact? And how can academics engage meaningfully with policymakers?
Engaging with the policymaking process is often mystified, yet it is essential for shaping the policies that influence society. Having spent over three years as a Parliamentary Academic Fellow (PAF) embedded in Westminster, I have gained unique insights into Parliamentary culture, the people who work there, and crucially, how academics can mobilise knowledge exchange to support policy development.
Demystifying parliamentary engagement
A common misconception I hear is that parliamentarians “don’t want academic research” or prefer the work of think tanks. The reality is very different. Parliament values academic research because it is ethical, rigorous and significant; and legislators genuinely rely on it.
There are several established routes for academics to engage, including responding to Committee calls for evidence, participating in All-Party Parliamentary Groups (APPGs), or working with the Parliamentary Office of Science and Technology (POST).
However, the Parliamentary Academic Fellowship scheme offers something unique.
What Is the Parliamentary Academic Fellowship?
Unlike short-term engagements, PAFs are embedded within Parliament – usually for 12 months – giving Fellows unparalleled access to Parliamentary processes, people and culture.
The scheme is competitive. Applicants must hold a PhD, be employed on an academic contract, and propose a project that fills an identified knowledge gap. Following an information session and written application, interviews test both competency and values. Successful applicants must also secure funding and pass national security checks.
The reward is a coveted Parliamentary pass granting access to the full Parliamentary estate, from committee rooms and the libraries to the dining rooms and meeting spaces where much informal policy work takes place.
Inside Westminster: What I learned
During my Fellowship, I worked as an Education Specialist in the House of Commons Library research service. This service provides MPs with confidential, impartial, and accurate research, something I previously assumed MPs accessed through large research teams. In reality, MPs rely heavily on Library Specialists.
Our work ranged from answering constituency questions (“How many children in my area receive free school meals?”) to providing information on legislation (“Do Independent SEND schools pay VAT on their fees?”). The Library’s publicly available briefing papers are widely used by MPs, researchers, journalists and students; the website receives over 18 million views a year.
Seeing my own briefing papers cited by MPs and major broadcasters like the BBC showed me first-hand how academic research can shape public understanding and debate.
Why academic research matters – and why it often isn’t used
During the Fellowship, I noticed that Commons Library briefings do not cite academic research as often as they could. Key reasons include:
Academic language is often inaccessible
Paywalls limit access to research
Unfamiliarity with academic journals
Parliamentary timelines move quickly, while academic publishing is slow
How academics can influence policy: Three practical tips
1. Know parliamentary business
Sign up to alerts for debates, Bills and Committee inquiries. POST’s newsletter is invaluable. Use Hansard to identify MPs interested in your area and follow their contributions. Monitor the governing Party’s manifesto and the King’s Speech to anticipate opportunities to contribute.
2. Make your policy recommendations explicit
Policymakers want actionable insight. Avoid vague conclusions like “more research is needed”. Instead, set out clear recommendations and implications.
3. Create a narrative thread
Share your work in accessible formats i.e. blogs, short explainers, social media posts and tag relevant MPs or Committees. Policymakers are far more likely to read a concise summary first, and then go to the full article.
Looking ahead
As Harold Wilson famously noted, “A week is a long time in politics.” During my Fellowship, I witnessed five Education Secretaries, four Prime Ministers, and two monarchs. With such rapid change, sustained engagement is essential.
My experience has shown me that Parliament does want academic research but it must be timely, accessible and usable.
Opportunities for UWE researchers
To support colleagues across UWE, I offer interactive workshops on:
Navigating Parliament and understanding its processes
Using Parliamentary resources
Enhancing bid writing, knowledge exchange and impact planning
Incorporating Parliamentary materials into teaching and learning
These sessions are tailored for researchers, staff and postgraduate students.
Get involved
If you are interested in attending a workshop or joining my new UWE ParliPolicy Network (UPPN) or the Education and Childhood Research Group (ECRG), please get in touch. I look forward to supporting colleagues who want to engage more deeply with the policymaking process.
