In January 2026  began facilitating a singing group at the UK charity . Now the choir, named ‘Voices of Hope’ by its members, are participating in the Million Acts of Hope campaign with the release of their first original song .  

Fatima explains: “I’m a musician and researcher and my work focuses on the link between music, health and wellbeing, particularly as a strategy for organising towards more just futures. An important strand of this research is practice-based, trying to develop and understand what musical practices foster and create spaces for care, creativity and hope.  

“With the ‘Voices of Hope’ choir we’ve found that singing is a collective act that can be used to create space. We start and end each choir session in a close circle, singing together to create a geography of togetherness through sound. 

“Singing together can mirror social processes, rehearsing for the futures we dream of. For example, the choir wrote a song to ask the other members how they are - the song functions as an act of care and connection that goes beyond just asking 'how are you?' because of the shared sung element that creates a common experience." 

Jane, a member of Voices of Hope, told : “The Choir brings us together as one, despite our different backgrounds and the struggles we face. Through singing this song, we have found unity and comfort in each other. It has given me a sense of belonging, it reminds me that I am not alone and has helped me to heal emotionally because music allows me to express feelings that are hard to put into words. Even in difficult times, the Choir reminds me that I can be joyful and strong.”  

 is a national invitation to celebrate the everyday acts of kindness, care and connection happening across the UK from 13-20 May. It brings together charities, communities and faith groups to celebrate the everyday acts of kindness, care and connection happening across the UK. 

Dr Fatima Lahham is an early career researcher who is working within our Geography department on a Hallsworth Research Fellowship. Find out more about Dr Fatima Lahham’s research on her .

Bringing together perspectives from development economics, disaster studies, environmental education, social anthropology, and across the arts and humanities, participants considered how more inclusive and welcoming forms of community can be built in a world shaped by ecological disintegration.  

Socio-economic upheavals caused and exacerbated by climate change are radically redefining ‘home’ for many earthlings of all species. At the same time, rigidly binary definitions such as native/invasive relating to plants and animals echo divisive rhetoric about human migration and who does and doesn’t belong. Discussions focused on how institutions, educators and communities can respond to movement and uncertainty without falling back on stigmatising outsiders.   

In a break from the conventional conference format, part of the day took place outdoors at the campus allotment in a session co-organised by Professor Jennifer O’Brien. Participants repotted sunflower seedlings, watered vegetable plots and reflected on what multispecies conviviality might look like in practice. The session also highlighted the importance of creating more spaces for biodiversity to thrive in support of the University’s . 

Students from the ԰������ Institute of Education’s  also shared reflections on place-based learning, including the potential of virtual field trips to broaden understandings of sustainability in practice. Speakers throughout the day emphasised the need for more diverse and inclusive approaches to sustainability and conservation, challenging Eurocentric and anthropocentric assumptions. As speaker Saima Ansari said: “Sometimes the hardest assumptions to challenge aren’t the ones out there, but the ones we don’t realise we carry.” 

Hope was a recurring theme across the symposium. Professor Alison Browne said: “If we don’t give them [our students] hope, we can’t give them anything.” The event reinforced the role of higher education not only in developing knowledge and employability, but also in nurturing the imagination, critical thinking and collective responsibility needed to respond to ecological and social challenges. For attendees, the symposium offered both a practical and intellectual reminder that more just, sustainable and convivial futures must be actively created together. 

Thousands of holes are appearing in the Pennine hills, as part of efforts to by restoring damaged peatland.

Peat itself is carbon rich and so as it grows it will help to capture the CO₂ that is produced by that is .

Meanwhile, damaged or turn into a carbon source, releasing greenhouses gases themselves. About 15% of the world’s peatlands have been drained, making these kind of restoration projects essential.

But now a new project is attempting to bring these wetlands back to life. On Holcombe Moor in the West Pennines, , with a further 700 in 2024 as part of Natural England’s Nature for Climate Peatland Grant Scheme. Improvements are already starting to be seen.

What’s the history here?

The hills of the West Pennines are no stranger to holes, with a long history of lead and coal mining stretching back to the .

Coal fired the mills nearby during the industrial revolution in cities such as ԰������, Leeds and Sheffield. Smoke drifted back to the hills, carrying the heavy metal impurities of lead and arsenic from coal burning.

The industrial legacy remains visible in the elevated near the soil surface, which made it difficult for most plants to survive. Areas were stripped of all vegetation, leaving expanses of exposed soil. In the most affected places, these cut deep into the surface, turning places like Kinder Scout into a moonscape.

What was exposed and eroded so quickly had taken over to form. Much of the Pennines are covered in blanket peatland, a type of bog made through the slow accumulation of partially decayed plant matter (the type of soil we call peat).

The , with the water table maintained high enough to limit the decomposition of plant matter, while still allowing plants to grow. Not just any plant can tolerate these harsh growing conditions. One species is truly specialised to bog life and forms the main building block of peat itself – Sphagnum.

Finding a super moss

Sphagnum moss is the key ecosystem engineer in peatlands, holding up to in water to maintain the saturated conditions needed for its growth.

When in a healthy state, new Sphagnum grows up through the older moss, raising the water table with it to leave the older moss submerged, partially decayed, which forms the peat itself. Bogs grow only millimetres per year, but over millennia this can build several metres of peat.

The organic nature of peat means it is carbon rich, so much so that UK peatlands store over , around ten times more than all .

Restored wetlands could also help protect the area from wildfires at the UK starts to see more .

Human pressure and pollution

With human pressures, including past industrial pollution, . Sphagnum has disappeared from these peatlands.

Now, peatland restoration efforts are under way. From the early 2000s organisations including Moors for the Future Partnership have spent decades blocking gullies to raise water tables, reseeding bare peat and , transforming the worst affected peatlands from dark .

Though blocking erosional gullies with stone or timber dams has in deeply eroded peat, restoring flatter moorland plateaux presents a different set of challenges. Namely, how to restore the wet conditions required to encourage more Sphagnum moss to grow. However, this hasn’t stopped restoration organisations from trying a novel restoration method which might work to restore flatter peatlands.

Five years on from the start of the project, the original bunds are covered with grasses and many pools are now brimming with Sphagnum moss, looking more like natural bog pools.

are crescent-shaped pools, created by digging shallow scrapes in the peat surface using special low impact excavators. The aim is to capture surface water which would otherwise run quickly off the hill after rainfall. The water stored in at the bog surface for Sphagnum moss to re-establish and grow on moorland plateaus.

The National Trust, in partnership with the University of ԰������, is undertaking long-term research to understand the potential for bunds as a peatland restoration method.

The followed one of the driest springs in England for over .

It provided the first test of extreme weather in this peat bund experiment. Preliminary monitoring during the 2025 drought suggests bunded areas remained wetter for longer than unrestored peat, helping to maintain wetter conditions near the peat surface for longer – the .

The excavator machines up on the hills today don’t signal a return to the industrial past, but an attempt to restore the damage it left behind.

, Honorary Research Associate in Peatland Hydrology,

This article is republished from under a Creative Commons licence. Read the .

Professor Neil Humphrey, academic lead of #BeeWell, said: “Attendance matters, but these findings show that it should not be viewed in isolation. Young people also need to feel that they belong, that they are noticed, and that they have supportive relationships with adults in school. Through #BeeWell, we are working with partners across Greater ԰������ to ensure that responses to attendance challenges also support young people’s mental wellbeing 

Publication details  

This research was published in the Journal of the American Academy of Child & Adolescent Psychiatry.   

DOI:   

- Countries with higher climate vulnerability attract fewer international students
- Strong climate adaptation readiness significantly boosts student inflows
- Major climate summits such as COP15 and COP21 marked a turning point in student decision-making
- Economic factors still matter, but students increasingly weigh climate risk and resilience
- China, India and other emerging hubs could gain market share through stronger climate action and growing academic strength

What did the study find?

The study examined global student mobility patterns over two decades. Researchers found that a destination country’s climate vulnerability significantly reduced its attractiveness to prospective international students.

By contrast, countries with stronger climate adaptation readiness - meaning they are better prepared to respond to climate risks such as extreme weather, heat and infrastructure disruption - saw significantly higher student inflows.

Why climate now matters to students

Traditionally, international students have been drawn by factors such as prestigious universities, stronger economies, language links and career opportunities - but the study found this picture has changed.

Major global climate summits, including the Copenhagen Accord (COP15) in 2009 and the Paris Agreement (COP21) in 2015, acted as key turning points. After these moments, student choices increasingly reflected a country’s climate readiness and vulnerability, not just its economic strength.

A new competition for global talent

The findings suggest countries are now competing for students not only on education quality, but also on resilience, liveability and long-term stability. This could reshape the global higher education market in the years ahead.

Researchers found that proactive climate adaptation, combined with rising university capacity, could help emerging destinations such as China and India capture a larger share of international students.

Who could lose out?

The study suggests some traditional destinations could face growing pressure if climate vulnerability worsens or if progress on adaptation stalls.

Researchers say climate preparedness may increasingly influence how students judge future safety, quality of life and opportunity in a host country.

What the researchers said

“International students are making one of the biggest decisions of their lives when choosing where to study,” said Dr Haoyu Hu.

“Our findings suggest they are not only thinking about degrees and careers, but also about what kind of future a country offers - whether it feels safe, stable and prepared for climate change.”

Dr Hu is based at The University of ԰������, which has been recognised globally for its social and environmental impact and is the only university in the world to rank in the top ten of both the QS World University Sustainability Rankings and the Times Higher Education Impact Rankings. 

The rankings recognise universities’ contributions towards the United Nations’ Sustainable Development Goals (SDGs), including research, teaching, public engagement and campus operations aimed at creating a healthier, fairer and more sustainable future. 

Why this matters

International students contribute billions to economies, strengthen research systems and help fill skills gaps.

The researchers say governments and universities may need to treat climate resilience as part of their international education strategy - from greener campuses and better infrastructure to stronger public climate policy.

They also say support is needed for climate-vulnerable countries, so global talent flows do not become even more unequal.

Publication details

The study was published in the Nature Portfolio journal Communications Sustainability.

DOI:  

What are the implications?

The researchers say the findings provide strong evidence for investing in high-quality, community-designed green spaces, particularly in disadvantaged areas.

They argue that urban park improvements could form a key part of strategies to improve public health, support wellbeing and create more equitable cities.

Publication details

The study was published in the International Journal of Behavioral Nutrition and Physical Activity.

DOI:

• Accent bias remains widespread across British society, including in education

• People are routinely stereotyped based on how they sound

• No accent is inherently ‘better’, ‘worse’ or more ‘professional’ than another

• Linguistic science contradicts many common assumptions about accents

• Practical steps are needed to tackle accent bias

Why this matters

From the way we pronounce words like ‘bath’ or ‘bus’ to whether we use a glottal stop in ‘water’, accents continue to carry powerful - and often unfair - social meanings.

Baratta’s new book, Putting an Accent on British Accents, explores what he calls the ‘social reality’ of accents - the knee-jerk judgments people make about others based on their speech. These can include assumptions about intelligence, trustworthiness, class and even personality. 

But the ‘linguistic reality’ tells a very different story.

“There is nothing inherent in any accent,” Baratta argues. “No sound can ever be ‘stupid’, ‘sexy’ or ‘unprofessional’ - these are social judgements we attach to speech, not properties of the speech itself.”

A hidden prejudice in plain sight

Drawing on a study of British teachers, the book uncovers striking examples of accent bias in professional settings.

One teacher reported that his interview for a PGCE course was nearly terminated unless he modified his Rossendale accent, which was deemed ‘unprofessional’ for teaching English.

A secondary school Art teacher from Croydon was instructed to write the word ‘water’ with a capital ‘T’ to discourage pupils from using a glottal stop - a common feature of many British accents.

Another teacher from Nottingham, working in primary phonics in the South of England, was told it would be ‘best to go back to where you come from’ if she could not adopt Southern pronunciation.

These examples, Baratta argues, show that accent bias is not only persistent, but can directly affect careers and opportunities.

The sound of inequality

At the heart of the book is the simple but powerful idea that we interpret accents rather than just hearing them. A particular pronunciation can trigger assumptions about class, education, behaviour and even lifestyle, and these assumptions can then shape how individuals are treated in everyday life.

In this way, accent becomes a form of social inequality that often goes unrecognised.

What needs to change

Rather than accepting accent bias as inevitable, Baratta calls for a more informed and inclusive approach - particularly within education.

The book outlines practical steps to challenge accent prejudice, including greater awareness of linguistic diversity, changes in teacher training, and a shift away from the idea that one way of speaking is more ‘correct’ than another.

Ultimately, the aim is to move towards a society where people are judged by what they say, not how they say it.

“Accent bias isn’t about language at all - it’s about the social meanings we attach to it,” said Dr Baratta. “When we hear an accent, we’re not just processing sounds - we’re making assumptions shaped by history, class and culture.”

Publication details

Putting an Accent on British Accents by Dr Alex Baratta is published by and is available in hardcover and digital formats.

"There is an urgent need for a national spatial vision to address entrenched spatial inequalities across the UK. Delivering innovative policy and practice is best achieved through close collaboration between research and professional practice, combining reflexive professional insight with emerging digital opportunities. We are living through a period of uncertainty, but it is also a moment ripe for creative and ambitious discussion.”

• Traditional consent models often rely on adult “proxies” such as parents and schools

• Children and young people’s ability to make informed decisions is frequently underestimated

• Complex, legalistic consent documents can discourage participation

• Schools play a central but under-recognised role in shaping access to research

• Current systems can create “epistemic injustice”, limiting whose voices are heard

• A more flexible, participatory and culturally sensitive approach is needed

Why consent isn’t working for children

The paper argues that gaining consent in studies involving children is often treated as a legal formality, rather than a meaningful process.

Current systems tend to prioritise institutional requirements such as ethics approvals and documentation over children’s own understanding and experiences.

Children are frequently positioned as needing protection, but this can come at the cost of recognising their competence. Evidence shows that many children and adolescents are capable of understanding research and making informed choices, particularly as digital literacy increases.

The hidden role of schools

Schools play a crucial role in research, acting as gatekeepers between researchers, children and families.

They are often responsible for sharing information, managing communication and enabling access - but their capacity to do this varies widely depending on time, resources and infrastructure.

In many cases, researchers have little direct contact with parents, relying instead on school systems to distribute information. While this helps with logistics, it can dilute communication and affect how well families understand what participation involves.

When paperwork puts people off

The article highlights how long, complex consent forms, often shaped by legal and data protection requirements, can discourage participation.

For families, particularly those from diverse linguistic or cultural backgrounds, these documents can be difficult to understand and may even create unnecessary concern about risk.

This can lead to what researchers describe as “epistemic injustice”, where children and young people are effectively excluded from contributing to knowledge because the process itself is inaccessible.

Children as active participants - not passive subjects

The researchers argue that children should be recognised as capable social actors, able to express views and make decisions about research participation.

Rather than relying solely on parental consent, approaches should support children’s own understanding, including their right to agree - or refuse - to take part.

This aligns with wider principles that children have the right to be heard in decisions affecting them.

What needs to change

The paper proposes a shift towards a more flexible and inclusive model of consent, built around real-world relationships and contexts.

Changes researchers are calling for

• Consent as an ongoing process

• Consent should be revisited throughout a study, not treated as a one-off decision

• Better communication

• Materials should be clearer, shorter and accessible to both children and families

• Schools as partners

• Schools should be supported as collaborators, not just intermediaries

• Children’s voices at the centre

• Processes should actively include children’s views, including opportunities to dissent

• More culturally sensitive approaches

• Consent models should reflect diverse social and cultural contexts

Why this matters now

The researchers argue that improving consent processes is not just an ethical issue - it directly affects the quality, inclusivity and impact of research.

When children and young people are excluded or disengaged, important perspectives are lost, particularly from underrepresented groups.

More inclusive approaches could help build trust, improve participation and ensure research better reflects the realities of children’s lives.

What the researchers said

“Current consent processes often prioritise systems and structures over the children they are designed to protect,” said lead author Dr Sarah MacQuarrie.

They add that consent should be seen as “an ongoing, relational process” rather than a one-time administrative step.

Final word

The article concludes that traditional, standardised models of consent are no longer fit for purpose in research with children and young people.

Instead, it calls for a reimagining of consent as a flexible, inclusive and participatory process - one which ensures that children’s voices are not just heard, but are central to research itself.

Publication details

The article is a part of a special issue within the Methods in Psychology journal.

DOI:

• Teenage girls want practical, long-term changes rather than quick fixes

• Girls highlighted pressures from school, social media and gender expectations

• They called for safer, more supportive schools and communities

• Researchers worked with young women as part of the study team itself

• The findings could help shape future policy and funding on girls’ wellbeing

What did the girls say would help?

The study found that teenage girls want practical, culture-changing solutions rather than quick fixes.

Their ideas were developed into some key approaches to improve mental health and wellbeing for girls in schools and communities.

Changes girls want to see

• Better support and regulation around social media

• Help recognising that what they see online is not always real, alongside advice on how to care for themselves digitally

• Challenge gender stereotypes in schools

• Training for teachers and changes in school culture to tackle stereotypes that shape girls’ daily lives

• Zero tolerance on sexual harassment

• Clearer, more consistent responses to sexual harassment in schools, with proper support for those affected

• More places to relax and belong

• More social hobby spaces in schools and communities where girls can relax, connect and have fun without pressure

• Mental health to be valued as much as grades

• Schools to become more caring and relationship-focused, where wellbeing is valued as highly as academic success

Why this matters now

The study’s insights come as schools and health services grapple with an unprecedented rise in mental health difficulties among young people.

The research team say they hope the findings will help shape future policy and funding decisions on girls’ wellbeing.

What the researchers said

“We talk a lot about girls’ mental health and why it might be worsening, but a lot of the available research does not engage with girls’ own views on this,” said Dr Ola Demkowicz, senior lecturer at the ԰������ Institute of Education and co-lead author of the study.

“Here, we wanted to work with girls as a starting point to explore how we can approach this issue in ways that can meet their needs. The girls we spoke with made it clear that they don’t just want coping strategies - they want real changes in the environments where they live and learn.”

“The girls spoke powerfully about pressures from school, social media and gender expectations,” said co-author Dr Rebecca Jefferson, who helped to run the focus groups.

“They had thought-through, actionable ideas - not just for support, but for changing the systems that affect them.”

Girls helped to lead the research

The research also brought young women into the project team itself. Young researchers worked as a core part of the team to design the study, lead discussions and interpret findings - helping ensure the work stayed grounded in girls’ real experiences.

Publication details

The study was published in the NIHR Public Health Journal. 

DOI:

The event brought together over 60 language teachers, professors, linguists, students and language researchers from across the UK, Europe, Asia and North America. 

The conference considered topics such as phonetics (the production of sounds), phonology (how sounds are arranged to create meaning in speech)  and prosody (the patterns of intonation and stress in a language) within spoken English; methods for teaching English pronunciation to speakers of different languages and language families; and tools for addressing the types of pronunciation errors commonly made by learners of English as a foreign language. 

Topical issues of discussion included the use of AI to support the teaching of English pronunciation, and the ways in which women, transgender and gender non-conforming people can face prejudice and discrimination due to their speech tone and patterns.  

The event was planned with regard for the aim of greater linguistic equality. Themes running through the two days included accent bias, linguistic imperialism and whether global English speakers should be encouraged to cultivate a native accent.  

Alex Baratta, Reader in Language and Education, said: “We were excited to host this important event in ԰������. EPIP brought together experts from across our discipline, allowing us to learn together and to showcase how we are focusing on applied linguistics within the ԰������ Institute of Education.” 

Dr Wayne Rimmer, Academic English Tutor in the University Centre for Academic English, added: "Feedback from participants has been very positive, commending both the event and the university as a host."

• Growing global demand for beef is a major driver of deforestation in the Amazon
• Up to 80% of cleared forest land is converted into cattle pasture
• Higher land values after deforestation create strong financial incentives to clear forests
• Gaps in supply chain oversight allow deforestation to continue
• New framework identifies where interventions could have the greatest impact

What did the study find?

The research focuses on the Brazilian Amazon, where cattle farming is a leading cause of deforestation. It shows that decisions made by farmers are shaped by a powerful mix of global market demand, land prices and government policies. 

In many cases, clearing forest actually increases land value, creating a cycle where deforestation leads to profit – and to more deforestation. At the same time, environmental rules and sustainability initiatives often fail to fully reach the people making land-use decisions on the ground. 

Why does this matter to people?

Although the Amazon may feel far away, the study highlights how everyday consumption is connected to environmental change. Beef sold around the world in supermarkets and restaurants can be linked back to land-use decisions in the rainforest. 

The consequences are global. The Amazon plays a vital role in storing carbon and regulating the climate. As forests are cleared, this contributes to climate change, biodiversity loss and more extreme weather patterns worldwide.

What makes this study different?

Most research looks either at economic systems or environmental systems, but rarely both together. This study introduces a new approach that connects global supply chains with local ecosystems, showing how they influence each other in real time. It reveals that environmental damage is not just an unintended side effect – it is built into how global production systems operate. 

Where are the biggest challenges?

A key issue is that governance systems are fragmented. Governments, companies, and environmental organisations often work separately, with limited coordination.

For example, large meat companies may enforce sustainability rules for direct suppliers, but indirect suppliers — where much deforestation occurs — can slip through the cracks. 

At the same time, smaller farmers often lack access to credit or technical support, making it harder for them to adopt more sustainable practices. 

What are the solutions?

The study highlights several key opportunities to reduce deforestation:

• Strengthening enforcement of environmental laws
• Improving traceability across supply chains
• Supporting farmers with finance and training
• Rewarding conservation through incentives like payments for ecosystem services

Importantly, the research shows that no single solution will work on its own — progress depends on better coordination across global and local systems. 

Why this research matters now

As global demand for beef continues to grow, pressure on the Amazon is expected to increase. The researchers say their findings provide a clearer roadmap for policymakers, businesses and organisations trying to balance economic growth with environmental protection, and offers a new way to tackle one of the world’s most urgent environmental challenges. 

The study was conducted by an international team of researchers from The University of ԰������ and Brazil’s Fundação Getulio Vargas São Paulo School of Business Administration, and is published in Competition & Change.

DOI:  

Academics at the ԰������ Institute of Education realised that, whilst many parents were rising to the challenge of providing quality education, home educators sometimes struggle to provide the kind of hands-on learning and sharing that would be experienced in school. This realisation led to the creation of Curiosity Catalyst. 

Sara Jackson, Lecturer in Education at the University of ԰������, explains: “Talking to parents who home‑educate their children, we found that science is often one of the hardest subjects, largely because homes don’t have access to the specialist equipment and practical experiences schools can offer. 

“We realised that we could use our expertise as educators and our contacts in local institutions to work with parents who are home-educating to give them and their children better access to science learning.” 

Curiosity Catalyst is co-produced between lecturers and parents, allowing home educators to help shape the activities provided. Key partners include ԰������ Museum, The Whitworth Art Gallery and the Museum of Science and Industry, all of which have provided venues for workshops, activities and sharing days.  

Sara explains: “We’re blessed in ԰������ to have access to such amazing museums and galleries and we’re so grateful that the teams at these institutions have been so enthusiastic about working with us. Most recently ԰������ Museum hosted a takeover day, where home educators visited the museum on a day when it was closed to the public and collectively explored whether birds are dinosaurs.”

Speaking at the Museum takeover day, Katie, a home-educator from Wigan, said: 

Amanda Banks Gatenby, Lecturer in Digital Technologies, Communications & Education said: “Curiosity Catalyst is built on trust and on two-way sharing between parents who are home-educating and us as educators. Yes, we have expertise in education, but we can also learn so much from what others are doing. It’s great to see some of the innovative ways in which these parents approach education and it’s provided us with ideas to take back into our own teaching as we train the teachers of tomorrow.” 

Since 2023 over 200 families have engaged with Curiosity Catalyst and the project team are now developing a new app to support learning in everyday places. 

Curiosity Catalyst was set up with support from the School of Environment, Education and Development’s Social Responsibility fund. The project has been shortlisted for the University of ԰������’s .  

Find out more about Curiosity Catalyst email cc@manchester.ac.uk. 

• Social media can reduce loneliness when used to build or maintain relationships
• Passive use, such as scrolling without interacting, is linked to higher loneliness
• People with strong offline networks benefit more from social media use
• User motivations - such as connection versus escape - shape outcomes
• Platform design and online experiences influence whether users feel connected or isolated
• More long-term research is needed to fully understand impacts on wellbeing

What did the study find?

Dr Rebecca Nowland assessed the latest global evidence on the relationship between social media and loneliness.

The findings highlight a complex picture. Social media can strengthen social connections when it is used to interact meaningfully - such as messaging friends, sharing experiences or receiving supportive responses.

However, simply scrolling through content without engaging - often referred to as ‘passive use’ - is consistently linked to higher levels of loneliness. 

Why does how we use social media matter?

The study shows that the impact of social media depends heavily on how and why people use it.

People who go online to connect with others may experience reduced loneliness. In contrast, those using social media to escape difficult feelings or social situations may see the opposite effect.

In some cases, trying to replace face-to-face interaction with online activity can actually make loneliness worse. 

Who benefits most from social media use?

Not everyone benefits equally.

The research found that people who already have strong social networks are more likely to gain positive experiences online, including support and a sense of belonging.

Those who feel isolated offline, however, may struggle to achieve the same benefits - even if they use social media frequently.

What role do platforms and online experiences play?

Platform design is also important.

Features that encourage direct interaction - such as private messaging or sharing images - can help create a stronger sense of connection. By contrast, platforms or features focused on broadcasting or passive consumption offer fewer emotional benefits.

Experiences themselves also matter. Supportive comments and meaningful exchanges can reduce loneliness, while being ignored, excluded or exposed to negative interactions can increase it. 

What are the gaps in current research?

Despite growing interest in the topic, the study highlights important gaps in existing research.

Much of the evidence is based on snapshots in time rather than long-term studies, making it difficult to determine cause and effect. The paper calls for more robust research using real usage data and longer-term methods.

Why does this matter?

With loneliness increasingly recognised as a major public health issue, the findings suggest that improving how people engage online could play an important role in tackling the problem.

Encouraging more active and meaningful use of social media - and designing platforms that support this - may help maximise benefits while reducing harms.

This research was published in Current Opinion in Behavioral Sciences.

DOI:  

• Governments across the global North and South are increasing their role in delivering affordable housing
• States are adopting new tools to influence housing supply, finance and land development
• Public-private partnerships and new financial models are being used to support large-scale housing
• Cities are experimenting with different ways to balance social need and market pressures
• Salford and Shanghai highlight contrasting but equally interventionist approaches

What did the study find?

Led by Dr Tom Gillespie, the study provides one of the first global comparisons of how states are responding to a growing housing crisis affecting billions of people.

Drawing on research from Shanghai, Salford, Nairobi, Paris, Casablanca and Rome, it shows that governments are increasingly stepping in as private markets struggle to deliver adequate and affordable homes at scale.

While previous decades favoured light-touch state involvement, this is now changing, with governments taking a more active role in shaping housing systems.

How are governments responding?

The research shows that states are adopting a wide range of new approaches to influence housing supply, finance and land development.

In many cases, this includes experimenting with public-private partnerships, land value capture and new state-backed financial mechanisms to make large-scale housing programmes viable.

Across all six cities, the researchers identified common themes, including what motivates governments to intervene, how new financial and institutional tools are being used, and how risks in housing markets are being redistributed.

What is happening in Salford?

Salford is highlighted as one of the most distinctive examples in the study.

Within England’s market-driven planning system, the local authority has developed an unusually interventionist approach. While earlier regeneration focused on property-led development such as Salford Quays, more recent efforts have aimed to address the lack of affordable housing.

From 2016, the Council began redirecting developer contributions into a council-owned company to build new social housing. These homes are let at below-market “Salford rents” and are exempt from the national ‘right to buy’, helping to protect them from speculative pressures.

Although still relatively small in scale, the model is identified as an example of local state action designed to “de-financialise” housing while still working within a market-led system.

What about Shanghai?

Shanghai offers a contrasting but equally interventionist model.

After decades of market-driven housing growth, the city has shifted towards a more active role, using state control of land and developers to deliver affordable homes for different social groups.

Policies include shantytown renewal, shared ownership schemes and subsidised rental housing, aimed at tackling rising property prices while supporting social stability and inclusion.

Why is this shift happening?

The study highlights a broader global shift away from reliance on private markets alone.

As housing affordability crises deepen, governments are increasingly intervening to address gaps in supply and access. This marks the end of an era of minimal state involvement and the emergence of more active, experimental approaches to housing policy.

Researcher quote

“Our research shows that states are once again becoming central players in efforts to tackle the global affordable housing crisis, but this isn’t a simple return to old models of public housing,” said Dr Tom Gillespie. “Instead, we are seeing a wide range of new approaches emerging as governments try to balance social needs with the realities of financialised urban development.

What are the implications?

The researchers suggest that understanding how different cities are responding can help inform future housing policy.

By identifying shared patterns and innovative approaches, the study provides a framework for policymakers seeking to tackle housing crises in their own contexts.

Publication details

The study was published in journal Urban Studies.

DOI:

Key findings

Rwanda has achieved rapid economic growth and built a reputation for effective state-led development, but the book argues that long-term prosperity may depend on deeper industrial transformation rather than continued reliance on service-led growth.

Why has Rwanda been described as Africa’s ‘model nation’?

Over the past two decades, Rwanda has often been portrayed as one of Africa’s standout economic success stories. The country has recorded strong GDP growth, expanded healthcare and education, increased tourism revenues and built an international reputation for effective state leadership.

Kigali has also positioned itself as a hub for finance, conferences and high-end tourism, helping Rwanda gain praise from international donors and policymakers.

What does the new book examine?

In , Dr Pritish Behuria offers one of the most in-depth accounts yet of how Rwanda has pursued rapid development in the face of major historical and structural challenges.

Drawing on nearly two decades of research, including extensive fieldwork and interviews with policymakers, business leaders and development partners, the book explores whether Rwanda has achieved genuine economic transformation or whether its growth masks deeper vulnerabilities.

Why might Rwanda’s future remain uncertain?

Dr Behuria argues that growth alone does not necessarily lead to long-term development.

Instead, sustainable prosperity typically depends on what economists call structural transformation: the shift from dependence on agriculture and raw materials towards higher-value manufacturing and productive domestic industries.

While this process underpinned the rise of many economies in Europe and East Asia, manufacturing remains limited across much of Africa, including Rwanda.

Has Rwanda relied too heavily on services?

Rather than prioritising manufacturing, Rwanda has focused heavily on services such as tourism, finance and international events.

The book examines whether this strategy can create enough jobs, technological learning and domestic business development to sustain long-term economic progress.

Rather than offering a simple verdict, the book presents a balanced assessment that recognises Rwanda’s achievements while exploring the risks and limits of its current model.

What does Rwanda’s experience say about development more broadly?

The book contributes to wider debates about whether African countries can build new pathways to development in today’s global economy.

“The space to experiment, protect industries and build domestic champions is much narrower. Rwanda’s experience shows what is possible - and how fragile success can be - in today’s globalised era.”

Publication details

will be published by Cambridge University Press on April 30th, and will be available open access.

• Peer pressure, bullying and emotional difficulties are linked to higher substance use
• Strong relationships with parents and teachers, and a sense of school belonging, are protective
• Substance use increases with age, with alcohol the most commonly reported
• Close friendships are not always protective and may increase exposure to substance use
• Girls, LGBTQ+ young people and those from disadvantaged backgrounds report higher levels of use
• Differences between schools explain more variation than differences between neighbourhoods

What did the study find?

The study analysed data from the #BeeWell programme, covering more than 30,000 pupils across 100 schools and over 1,500 neighbourhoods. #BeeWell is a collaboration between The University of ԰������, The Gregson Family Foundation and Anna Freud who, together with the Greater ԰������ Combined Authority (GMCA), launched the programme in 2019.

It shows that teenage substance use is shaped by a combination of social, emotional and environmental factors. Young people who felt pressured by peers, experienced bullying or struggled with emotional difficulties were more likely to use substances.

In contrast, those with strong relationships with parents and teachers, a sense of belonging at school and positive perceptions of their academic performance were less likely to report substance use.

How does substance use vary by age and type?

The findings show that substance use increases with age, with older teenagers significantly more likely to report using alcohol or drugs.

Alcohol was the most commonly-reported substance, with around one in six young people reporting recent use. Vaping was less common but still notable, with around one in fifteen reporting use.

What role do friendships and peer relationships play?

The study highlights a complex role for peer relationships. While often seen as protective, close friendships were in some cases associated with higher substance use.

This may reflect increased exposure to social situations where substances are available, suggesting that peer influence can both increase and reduce risk depending on context.

Are there differences between groups?

The researchers found important differences between groups of young people. Girls and LGBTQ+ young people were more likely to report substance use than boys.

Young people from disadvantaged backgrounds were also more likely to vape, smoke and use drugs, indicating that inequalities play a role in shaping these behaviours.

How do different factors influence different substances?

The study found that different substances are influenced by different factors.

Stress and emotional difficulties were strongly linked to vaping, smoking and alcohol use, suggesting these behaviours may act as coping mechanisms. In contrast, illicit drug use appeared to be more strongly shaped by relationships with adults and broader school experiences.

Why does the school environment matter?

While a wide range of determinants were identified, the study found that differences between schools explained more variation in substance use than differences between neighbourhoods.

This suggests that the school environment - particularly peer relationships, social norms and support systems - plays a crucial role in shaping young people’s behaviour.

Researcher quote

“We often assume that where young people live shapes their behaviour most, but our findings show that a wide range of social and emotional factors are at play,” said lead researcher Dr Emma Thornton. “Experiences like peer pressure, bullying and mental health difficulties can increase risk, while strong relationships and a sense of belonging can be protective.”

What are the implications?

The research team hopes their findings will inform national policy and support the development of more targeted, evidence-based approaches to preventing substance use among young people.

Publication details

The study was published in the International Journal of Drug Policy.

DOI:

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The Connect & Contribute Mentoring Scheme matches students studying on one of the University of ԰������’s Education programmes with teenagers who are thinking of applying to university but are unsure of whether higher education is for them. Under the scheme Year 12 students at Cheadle Hulme, Didsbury and Trinity High Schools have been matched with university students, most of whom are in their early 20s and many of whom are from overseas. 

Dr Rui He, Senior Lecturer in Education and Dr Alex Baratta, Reader in Language and Education at the University of ԰������ have helped to set up the scheme. Dr He explains: 

“Connect & Contribute matches local sixth form pupils who are in the first year of studying for their A Levels with students who are already in higher education.  

“The scheme allows young people who are considering applying for university, but may be the first person in their family to do so, to connect with someone who is currently attending university. Many of our students have travelled to the UK to continue their postgraduate qualification having already completed a degree in their home country, so can also give information and reassurance about moving away from home. 

“We’ve found that by offering young people the opportunity to have structured but informal conversations with someone who is fairly close to them in age we can build their confidence in applying to university. We can also provide practical information on the sort of details to include on university applications and on potential career paths.” 

The Connect & Contribute Scheme, which is supported by Social Responsibility Catalyst Fund from the School of Environment, Education and Development within the University of ԰������, is now in its second year.  

One young person who was mentored in the first year of the scheme said:  

“It has been interesting and helpful discussing university topics, especially with a student who has experience in university life.” 

Another commented: 

“I still feel overwhelmed about going to university and living all by myself, but the meeting encouraged me to accept changes with a positive mindset.” 

A MA Digital Technologies, Communication and Education degree student who was one of the scheme mentors said: 

“I had the privilege of supporting Year 12 students from nearby secondary schools, helping them build confidence and offering insights into university applications, student life, and the overall university experience. It’s been a truly rewarding experience to share my journey and offer guidance to students exploring their academic futures.” 

Sixth form students who were mentored in the first year of Connect & Contribute will be sitting their A Levels this year and it’s hoped that many of them will be on their way to university, with some of them possibly set to become University of ԰������ students in 2026-27.

The study found SEND complaints make up 27% of the complaints received by the LGSCO and 48% of the cases that it upholds. Common issues include delays in carrying out Education, Health and Care Plan (EHCP) assessments, and failures to deliver the support children are legally entitled to.

Despite these challenges, the research also points to the impact of the Ombudsman’s work. Its recommendations can help councils identify problems, strengthen accountability, and push for improvements that benefit families.

In some cases, the findings have empowered local officials to argue for more resources or rethink how services are delivered - however, the report also highlights limitations including the time and capacity required to respond to investigations, and repeated recommendations on issues councils recognise but lack the means to resolve.

A key gap identified is that the Ombudsman cannot investigate complaints directly against schools - even though they play a central role in delivering SEND support - which can leave families without clear routes to resolve issues.

The report sets out recommendations to strengthen the system, which include extending the Ombudsman’s powers to cover schools, raising awareness of joint investigations with health bodies, and improving communication between councils and the Ombudsman. Crucially, it emphasises that meaningful reform must address underlying pressures on the SEND system, including funding shortages and workforce gaps.

“This research comes at a key moment for SEND system reform,” said Ash Patel, Programme Head for Justice at the Nuffield Foundation. “The Government’s intention to improve complaints and mediation processes - enabling faster and more collaborative, resolution of disagreements and reducing the need for appeals to the SEND Tribunal - is welcome. However, the proposals are silent on the role of the LGSCO, and it remains frustratingly unclear how disputes will be avoided or how routes for appeals and complaints will operate.”

“The report points to high levels of tension between the education system and families of children with SEND; without greater attention to minimising these conflicts, it is difficult to see how existing pressures on complaints and appeals will ease.” 

“Thank you to the 57,000 young people who shared their views this year, and to the 161 schools who made it possible,” said Councillor Mark Roberts, Greater ԰������’s portfolio lead for children and young people. “Over five years #BeeWell has now heard from more than 143,000 young people, making this the biggest exercise of its kind.

“In Greater ԰������, we have committed to improving the wellbeing of young people across the city region, and it is through #BeeWell that we can track our progress. As this year’s results show, there is a need to continue strengthening relationships in schools to improve attendance, ensuring young people remain involved in the development of our Live Well approach, and working so that every young person has a clear line of sight to good jobs, through programmes like the MBacc and Beeline.

“We will continue to act on the views of young people across our city region, and be guided by our excellent Youth Steering Group, so that every young person in Greater ԰������ can thrive.”

"This is just the start. It's encouraging to see wellbeing improving, but we are at the beginning of a long journey and we’re excited to see how things continue to improve,” said Daniel & Ayisha from the #BeeWell Youth Steering Group. “There are still worrying signs in the data, particularly in the inequalities we see. There are a lot of young people worried about these topics and a lot of work to be done. It's important young people are leading the next steps and actions following the results." 

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Although focused on Mexico, the findings have global relevance as countries accelerate restoration pledges and international initiatives led by organisations such as the United Nations. The researchers hope their work will help policymakers to design fairer, more effective restoration strategies, ensuring that efforts to restore nature also strengthen communities and deliver lasting benefits for people and the planet.

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A short report for national government will be produced following the event, drawing on the insights of all participants. It will set out what linked administrative data can achieve, what infrastructure already exists across the North to support it, and what policy action is needed to scale it nationally.

“At a time when many people feel overwhelmed or anxious about the future, these experiences often helped people reconnect with hope and a sense of purpose.”

“This research shows that therapy doesn’t always have to happen in a room,” said co-author Professor Terry Hanley. “For some people, being outdoors creates the space they need to reflect, heal and move forward. As mental health services face growing demand, nature-based approaches could be a valuable part of a wider, more humane response to wellbeing.”

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Claire Costello, Chief People and Inclusion Officer at Co-op explained: “Our Co-op believes everyone, whatever their background, should be able to access opportunities in the arts and creative sector throughout Greater ԰������. Apprenticeships can provide a ‘stepping stone’ for future careers, that’s why Co-op is encouraging Greater ԰������ employers to share unspent apprenticeship levy funds to raise £3 million over 3 years to support 200 new apprenticeships in the arts and creative sector throughout Greater ԰������.” 

The inquiry’s findings are being launched on January 26^th at an event at the Whitworth Art Gallery at The University of ԰������ in collaboration with research platform Creative ԰������, where the Mayor of Greater ԰������, Andy Burnham, is due to speak.  

The report can be downloaded .

This eye-catching art exhibition, which launched in October, features fourteen illustrations by seven international artists. It is being displayed in high traffic areas of the Stopford Building, the home of the University’s Medical School.

Medical art refers to the illustrations which are used to illustrate anatomy, medical procedures, surgical techniques and medical devices. It is often dominated by illustrations of White, slim, young adult, non-disabled men. Reframing Stopford aims to challenge this by showing the actual diversity of human bodies, with each piece showing people with intersectional, underrepresented characteristics. The project aims to improve the sense of belonging for students and staff while normalising difference in how we visualise health(care).   

A grant from the University’s Institute of Teaching and Learning  is now enabling the next phase of development of the Reframing Stopford Project. The cross-Faculty team will be holding creative workshops for students and staff during Spring 2026, experimenting with interdisciplinary, arts-based methods for reflecting on and improving belonging.

The  exhibition is free to visit and is open for university staff and students and members of the public to view during usual University hours within the Stopford Building –  for locations of the art works.  

.

The study found that wellbeing programmes worked best when led by senior school leaders but shaped collaboratively by staff and pupils. Initiatives such as ‘keep, tweak or ditch’ reviews helped teachers cut unnecessary workload, while pupil wellbeing ambassadors and parent workshops extended the benefits beyond the classroom.

“This research highlights the power of schools working as communities - not just institutions that deliver lessons, but places that nurture people,” added Dr MacQuarrie. “The schools we studied created a sense of belonging, where staff and pupils alike feel heard and supported.”

Dr Hennessey concluded: “Wellbeing and learning go hand in hand. Schools that invest in the health and happiness of their staff and students aren’t just improving education - they’re shaping stronger, kinder communities.”

For many years, I lived in the Indian city of Chennai where the summer temperatures can reach up to 44°C. With a population of 4.5 million, this coastal city is humid and hot.

Its suburbs are home to 600 Hindu temples and there’s a wildlife reserve called Guindy national park in the heart of the city. of the streets but green parks are few and far between – as is the shade.

As and the rest of , urban forests become more vital. These clusters of trees in parks, gardens, public spaces and along roads and rivers have multiple benefits – from cooling the surrounding air to providing homes for wildlife and creating space for people to enjoy nature. Yet they are often overlooked by city developers.

shows that, in Chennai, there are 26 square miles of tree and other vegetation cover, mainly accounted for by formal green spaces such as Guindy wildlife reserve. On the outskirts of this city, an area of nine square miles of unused land is ideally suited to creating more urban forest. Similarly, there is more potential space for urban forests in other fast urbanising Indian cities like Coimbatore and Tiruchirapalli.

recommend having at least 30% tree cover in urban areas. suggests that cities should allow for nine square metres of urban tree cover per person. Most Indian cities .

Improving urban forests in India has been a challenge for many years due to high land prices, lack of urban planning and little public participation .

Policies introduced by the Indian government to “green” urban areas often equate tree planting with cooling cities and building climate resilience. But it’s not that simple. The success of urban forests depends on factors such as rainfall, understanding interactions with local wildlife and people’s needs.

A warns that in hot, dry cities with limited water availability like Chennai, trees slow the cooling process by water evaporation from leaves and instead contribute to urban heat. Urban heat comes from the reflection and absorption of sunlight by buildings and land surfaces. This is particularly high in smaller Indian cities with populations of 1 to 5 million.

Planting trees with the sole aim of cooling cities could negatively affect wildlife too. Not all birds, bugs and mammals depend on trees for food or shelter. A from researchers in Bengaluru, India, shows that non-native tree species contribute little to bird richness. Meanwhile, urban grasslands and marshlands that are often misclassified as “waste land” support wildlife and help regulate flooding.

In India, cities and villages have open “common” land where people graze their cattle or harvest fuelwood from trees that grow naturally there – tree-planting initiatives in these open land areas can displace poorer communities of people who rely on open lands for grazing and fuel wood collection.

Design with nature

Urban forests can be planned to meet the needs of people, birds and other wildlife.

In 1969, Ian McHarg, the late Scottish landscape architect and urban planner came up with the concept of “design with nature”, where development has a minimal negative effect on the environment. His idea was to preserve existing natural forests by proposing site suitability assessments. By analysing factors such as rivers and streams, soil type, slope and drainage, to identify which areas suit development and which are best preserved for nature.

This approach has advanced with new technology. Now, geographic information systems and satellite imagery help planners integrate environmental data and identify suitable areas for planting new trees or conserving urban forests.

Using the principles of landscape ecology, urban planners can design forest patches in a way that enhances the connectivity of green spaces in a city, rather than uniformly planting trees across all open spaces. By designing these “ecological corridors”, trees along roads or canals, for example, can help link fragmented green spaces.

Planting native tree species suited to dry and drought-prone environments is also crucial, as is assessing the local community’s needs for native fruit-bearing trees that provide food.

Growing urban forests

By 2030, one-third of India’s electricity demand is expected to come from cooling equipment such as . Increasing urban forests could help reduce this .

National-level policies could support urban forest expansion across India. In 2014, the government of India released its urban greenery and flagship urban renewal programmes such as the have tried to increase tree cover. But guidelines often overlook critical considerations like ecological connectivity, native species and local community needs.

In 2020, the government of India launched (a scheme to improve tree cover in cities) with a budget of around US$94 million (£70 million). It aims to create urban forests through active participation of citizens, government agencies and private companies. But there is little evidence that urban forest cover has improved.

Urbanisation reduced tree cover in most Indian cities, and much of it was rather . But by protecting and planting more trees, citizens can live in greener, cooler cities. By shifting urban forest policy from counting trees to designing landscapes, plans that enhance climate resilience, nature conservation and social equity can be put into practice.

, Postgraduate Researcher, Climate Adaptation,
This article is republished from under a Creative Commons license. Read the .

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The unrest poses the most serious challenge to  since 2022. That year, nationwide protests erupted over the death of 22-year-old  in police custody after she was arrested for violating hijab rules. Those  were ultimately suppressed through force.

Iran’s political establishment has for decades defined itself through permanent confrontation on multiple fronts: with , the  and what it sees as global imperialism. This posture has reshaped domestic life by subordinating the economy, governance and social stability to ideological resistance.

What the latest protests reveal is not simply frustration with the hardship that has accompanied this political stance. They seem to reflect a growing consensus among Iranians that this order  into something functional and must therefore be replaced.

This has been apparent in the language used by the protesters. Many demonstrators have linked their daily hardships to the regime’s foreign policy priorities, expressed perhaps most clearly  that has echoed through the streets of various Iranian cities in recent days: “Not Gaza, not Lebanon, I sacrifice my life for Iran.”

The slogan is a rejection of the regime’s official stance that sacrifice at home is necessary to fulfil ideological goals of “resistance” abroad. Iran has long pursued a policy of supporting militant groups like Hamas and Hezbollah to counter the influence of the US and Israel in the Middle East.

Chants of  – a reference to Iran’s ageing supreme leader, Ayatollah Ali Khamenei – are yet more evidence of the broad rejection of the political order among the Iranian population. They signal that many Iranians now view their economic survival as inseparable from fundamental political change.

The protests have spread across wide sections of Iranian society. What began as strikes by bazaar merchants and shopkeepers in Iran’s capital, Tehran, quickly drew in students, professionals and business owners elsewhere in the country. Protests have  in Qom and Mashhad, cities whose populations have traditionally been loyal to the state.

The state’s initial response to the protests was muted. The government recognised the protests and  to the “legitimate demands” of the demonstrators. However, despite a warning from US president Donald Trump of US intervention should security forces “kill peaceful protesters”, at least 36 people have . Over 2,000 more people have been detained.

Donald Trump posts on his Truth Social media platform in response to the protests in Iran. 

Post-war paralysis

The protests come six months after Iran’s brief but destabilising war with Israel. This conflict severely strained the state’s capacity to govern, with Khamenei largely withdrawing from public view since then due to heightened fears over his safety. Major decisions in Iran require Khamenei’s approval, so his absence has slowed decision-making across the system.

The effects of this have been felt nationwide. Universities and schools have been hampered by repeated closures, shortened schedules and the sudden suspension of in-person classes. Transport networks have faced repeated disruption and economic planning has become nearly impossible.

Prices are . The official annual inflation rate stands at around 42%, with food inflation exceeding 70%. The prices of some basic goods have reportedly risen by more than 110% compared with a year ago, and are  further in the coming weeks.

Iran’s authorities have also intermittently suspended routine daily and weekly activities since the end of the war, such as school days, public office hours, transport services and commercial operations. They , pollution or security concerns as the reasons for doing so.

Underlying these disruptions is a governing system braced for the possibility of renewed war, either with Israel or possibly the US. The regime is operating in a prolonged state of emergency, which has pushed Iranian society itself deeper into crisis.

Iran’s governing paralysis has been strained further by intensifying competition within the ruling elite. The war with Israel led to the deaths of several senior Iranian military and security figures, which has created gaps in networks of power.

With authority fragmented, rival political, military and security factions have sought to position themselves for influence in a post-Khamenei order. Networks associated with figures such as former president Hassan Rouhani, former foreign minister Javad Zarif and current president Masoud Pezeshkian are pursuing negotiations with western powers to address Iran’s foreign policy challenges.

But others appear to be engaging in talks aimed at securing backing from ideological allies such as Russia and China. These include people in security and intelligence circles, along with figures ideologically aligned with Khamenei like his second-eldest son Mojtaba, current speaker of parliament Mohammad-Bagher Ghalibaf and conservative clerics such as .

These rival strategies have not produced coherent governance. Instead, they have reinforced perceptions among the Iranian public that the system is preoccupied with survival rather than addressing everyday breakdowns in basic administration, public services and economic coordination.

Iran stands at a crossroads. One path leads toward deeper militarisation, elite infighting and prolonged paralysis. The other points towards a reckoning with a political order that large segments of Iranian society no longer believe can deliver stability or welfare.

The protests suggest that the central question for many Iranians is no longer whether the system can be repaired, but whether continuing to live under it is viable at all. What is clear is that Iran is at a critical political moment, with significant changes likely to unfold in the weeks and months ahead.

, Research Fellow at the Global Development Institute
This article is republished from under a Creative Commons license. Read the .

The exhibition runs until 28 February 2026. The curators, Dr Martin Dodge and Professor Richard Brook, have created a dynamic composition to which they will continually add material during its run.

The research offers a pointed reminder that, in an era where symbolic gestures from global sporting bodies can carry enormous political weight, understanding the mechanics of narrative formation is essential. Debates around sport, reputation and political power are set to continue - and this work provides a crucial framework for interpreting them.

The researchers say progress on attendance since the pandemic has been slow - and for some children, things are getting worse. They’re calling for a joined-up approach that brings together schools, families and community services. This could include:

- Family Hubs which offer early help, advice and activities to support school readiness
- More flexible routes through education, like apprenticeships and internships
- Enrichment activities, mental health and careers support to support pupil’s broader engagement with learning
- Stronger relationships between teachers, pupils and parents
- Involving young people in decisions to increase their sense of belonging and safety

“Every missed day of school means a missed opportunity,” said Baroness Anne Longfield, founder of the Centre for Young Lives. “This research shines a light on the urgent need to fix attendance and make sure every child gets the education they deserve.”

The Child of the North campaign is a partnership between the N8 Research Partnership and Health Equity North which brings together universities across the North of England - including ԰������, Leeds, Durham, York, Lancaster, Liverpool, Sheffield and Newcastle - to push for fairer futures for children across the North of England.

“If we want to give every child a fair start in life, we need to fix attendance - and that means fixing the barriers that stop children from feeling they belong in school,” said Professor Mark Mon-Williams, who leads the campaign.

Beyond advancing ecological science, the research could provide vital tools for tracking soil carbon storage, monitoring land degradation, and supporting sustainable land management in the face of climate change. 

“This research opens up a powerful new window into Earth’s hidden biodiversity, providing a way to map and monitor soil biodiversity at large scales in a cost-effective way,” said Professor Bardgett.

The Voices Beyond Borders project provides mutual academic and professional learning for Chinese students studying on our MA TESOL (Teaching English to Speakers of Other Languages) in ԰������ and for younger female students learning English (English for Academic Purposes) in Gaza.

The two cohorts met initially over Teams, before being paired up for weekly one-to-one catch-ups via messaging or video calls, with group-to-group meetings every few weeks. These communications not only allow both parties to support each other’s English language development, they also allow both parties to connect on a human level through intercultural interactions.

As part of the programme, students are carrying out discussion and writing tasks, including considering communication in a changing world. Reflecting how the students are connecting on a human level and gaining a deep understanding of each other's experiences, one of the ԰������-based students, Leo, wrote following his conversation with his Palestinian partner, Iman:

Voices Beyond Borders builds on a history of collaboration between the ԰������ Institute of Education and alumni based in Palestine going back over twenty years. To ensure the programme is culturally sensitive, it has been co-produced with input from Palestinian and Chinese alumni alongside British academics.

Taghreed Al-Masry, who graduated from our MA TESOL degree in 2008, lives in Gaza and has worked through the war to coordinate ongoing learning opportunities for young women in Gaza who are missing out on education due to the conflict. Shaimaa Samara is a refugee teacher from Gaza now living in ԰������. She was a student on the MA TESOL degree in 2024/25 and is helping to deliver the project in ԰������ alongside Jing Wang, a Chinese graduate who completed her interculturally-focused PhD at the University this summer. The project is led by Richard Fay, Reader in Education, and Susan Dawson, Lecturer in Education, who are both based in the .

After the first project session, Richard said:

“Seeing the photos from the classroom in Gaza as students gathered for the first Teams call, we get a real sense of the student excitement for the project. We believe in the transformative power of education, and in the value of intercultural collaboration. We can already see how this project can build on the great resilience of our counterparts in Gaza, and their desire to create a future for themselves.

“We can also see the high levels of interest and commitment from our TESOL students as they take on roles and responsibilities additional to, but feeding off, their studies. Understanding and being able to respond and be sensitive to different cultural backgrounds through pedagogy is an important part of advanced teaching practice. This programme gives our students hands-on experience with a culture that is different both to that of their home country and of the country they are studying in.”

Voices Beyond Borders has been supported with funding from the Faculty of Humanities and School of Environment, Education and Development Social Responsibility programmes. It will continue through the 2025-26 academic year.

Interestingly, the index did not predict COVID-19 mortality or pandemic-related excess deaths - the researchers say this may reflect that some aspects of resilience – such as good transport links, mobility and strong social connectedness – can increase exposure risk during fast-moving infectious disease outbreaks.

The team believes their findings could help shape future public health policy. While deprivation measures like the Index of Multiple Deprivation will remain key tools, resilience-based measures may help councils and national bodies identify communities that need support - not just because of what they lack, but because of the assets they can build upon.

The researchers hope the index will be used alongside deprivation indices to guide investment in social infrastructure, voluntary sector capacity, community spaces and local connectivity.

With arts subjects continuing to decrease in school timetables, the research provides compelling evidence for policymakers to rethink how creativity is valued.

“This analysis meaningfully contributes to the body of evidence on investing in arts and culture as an investment in young people’s future,” said Dr Maliha Rahanaz, author of the report. “Every young person deserves the chance to imagine, create and belong.”

The University of ԰������ is globally renowned for its pioneering research, outstanding teaching and learning, and commitment to social responsibility. We are a truly international university – ranking in the top 50 in a range of global rankings – with a diverse community of more than 44,000 students, 12,000 staff and 550,000 alumni from 190 countries.  Sign up for our e-news to hear first-hand about our international partnerships and activities across the globe. 

Everyone is welcome to join the conversation, whether you are a resident, visitor, student, or simply curious about the realities of migration.

To reserve your place, please register on .

Aurore Hochard, Director at MEC, brought Startup Weekend to the University of ԰������ in 2024, shortly after joining the team. Following the huge success of the very first Startup Weekend initiative, it has since become a flagship event at the Masood Entrepreneurship Centre, championing entrepreneurship among students across the university. 

This year’s event, organised by Joana Carneiro (Enterprise Innovation Administrator at MEC) and Izzy Paton (Operations Administrator at MEC), brought together industry experts, speakers, and mentors to spark and celebrate entrepreneurship, showcasing both emerging and established talent. 

Across the weekend, participants pitched ideas, formed teams, and developed startup concepts with guidance from experienced mentors and industry leaders, wrapping up the weekend with a live pitch event in front of a panel of expert judges.

The event opened with inspiring talks from Aurore Hochard and Farah Frikha, Founder of Vesta Capsules and MEC alumna, followed by rapid-fire 30-second pitches and team formations. 

Throughout the weekend, participants learned how to identify customer needs, validate business concepts, and apply entrepreneurial thinking to solve real-world problems. 

Saturday focused on turning ideas into viable products and business models, with hands-on workshops including “Building the Startup Team” led by Dr Rob Martin, Lecturer in Enterprise and Entrepreneurship at MEC. 

Tom Parson, Founder of Big Echo, led “Blank Page to Big Idea: Unlock Startup Ideas with AI”, a session on using AI to spark creativity and accelerate the ideation process, helping students transform concepts into viable business ideas. 

Jorge Servert, Founder of Sensium, led “Developing the Right Product or Service”, a practical session guiding students to define and build their product or service based on real market needs, while also creating their first business plan using MEC’s startup template. 

On Sunday, teams perfected their business ideas through sessions like “Marketing & Acquiring Customers” with Eleni Chiarapini, Lecturer in Entrepreneurship at MEC, and “Personal Branding for Startups” with Coralie Watson, Founder of Theme Socials. 

Lastly, students worked on their pitches in “Pitch Perfect” with Julia Spencer, Acceleration Manager at NatWest Corporate Banking. Julia shared industry experience and insight on what investors are really looking for in a pitch and how to make an idea stand out. 

The weekend wrapped up with final presentations to a judging panel featuring Professor Lee Pugalis (Deputy Director of MEC), Travis Ralph-Donaldson (Innovation Discovery Manager at the University’s Innovation Factory), Stephen Sankson (Regional Director at NatWest Corporate Banking), and Jenny Oliver (CEO and Founder of Biora Nature Tech). 

The event concluded with an awards ceremony recognising the top-performing teams and their innovative ideas:

First place went to Veila, a clothing brand redefining modest fashion, led by Sabrinel Takheroubt (AMBS, Faculty of Humanities) alongside Nishita Chatlani, Yutong Song, Danna Castañeda, and Eleanor Alphonso (all AMBS and Faculty of Humanities students). The team received £3,000 to continue their journey to market, focusing on direct-to-consumer growth and online marketing. 

Second place was awarded to DecoRent, a decoration rental service for short-term stays in ԰������. The team, Stella Zhuoyue Ji Chen (AMBS), Mollie Levitt (School of Arts, Languages and Cultures, Faculty of Humanities), Benya Irlam (AMBS), Yaowen (Stephen) Hu (AMBS), and Chaerin (Devon) Son received £2,000 to help expand their mission of bringing cosy, functional spaces to students across the city. 

Highly Commended went to isitUp, a speculative market app for investing in people’s relationships, led by Isaac Batho (School of Engineering).

In total, 20 new business ideas were formed over the weekend, showcasing the entrepreneurial energy of ԰������’s student community and representing students from across all three faculties, Humanities; Science and Engineering; and Biology, Medicine and Health. 

Throughout the weekend, participants were supported by a dedicated group of mentors offering one-to-one advice and feedback, including Oladabola Babalola (Babz), Fernando Torres, Harry Panter, Sergio Gutierrez, Luke Marden, Jonghun Lee, Rick Watson, Ramin Esmaeilzadeh, Huw James, and Leigh Wharton. 

About the Masood Entrepreneurship Centre:  

The Masood Entrepreneurship Centre (MEC) is the University of ԰������’s focal point for enterprise and entrepreneurship teaching, learning, and startup support. MEC helps students, researchers, and alumni turn ideas into real-world impact through workshops, mentorship, and venture programmes.  

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