Table 4 Recommendations for undertaking research in academy schools
From: A qualitative study of health promotion in academy schools in England
Early engagement | • School input into identifying evidence gaps and research aims • School input into methodological design • Long lead time for consultation with staff, pupils and parents • Fit with school planning cycles |
Minimal impact | • Avoid or reduce disruption to student curriculum • Avoid crucial points for students e.g. exam time; pre- or post-transition • Minimise impact on staff workload • Payment for staff release if required • Avoidance of disruptive change of any type |
Tangible benefits for schools | • Contribution to curriculum, and curriculum development • Contribution to school health strategy • Continuing Professional Development (CPD) opportunities for staff • Development of resources with practical implications of use to schools e.g. staff training resources; teaching and curriculum resources • Development of data of interest to schools (benchmarking) • Avoidance of data presentation that may stigmatise communities (e.g. poor health data) • Offering widening participation opportunities to school pupils • Building an ongoing relationship between the school and University |
Outcomes of interest | • Research aims aligned with school curriculum • Research aims aligned with school health priorities or challenges • Clear links to attainment outcomes |