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Research and Impact

Measuring the impact of the SEJ

Measuring the impact of the SEJ through more in-depth study and research is our aim for this year, as we gather more data to further confirm the success of integrating the SEJ into educational settings.  

Research and Impact data

Please click on the images below to access the research and impact data


Click on the image above to see the data showing that 65% of students do not have a coping mechanism for dealing with stress.


Click the on the image above to access data showing that a staggering 90% of students surveyed have chosen to never use these facilities due to stigma.


Click on the image above to see the main finding of the report, including the evidence that confirms that 100% of students who responded felt better able to cope with aspects of university life after learning the SEJ.

The information that we collect

- The psychological and physiological impact of the SEJ.

- The needs of the students, educators/staff, and families.

- Student background information such as demographics and year of study.

- Student feedback collected through questionnaires and surveys that have received ethical approval.

With this information we look at the impact of the SEJ in improving overall wellbeing and mental health, of everyone within the educational community, with their ability to stay mentally healthy. All of which supports in improving our training and services including the delivery and timescale of training.


Our research partners

External validation is essential in showing the success of the SEJ through research, impact, data and evaluation. We are therefore grateful to Dr. Howard-Kishi who has been an advocate of the SEJ for 10 years, and her fellow academics for their continued support.


“…an amazing, valuable, and essential resource in supporting us with vulnerable pupils and enabling us to provide early intervention…, has enabled pupils to develop strategies and resilience to cope with issues that are causing anxiety in their emotional lives.”


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