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The COVID-19 pandemic placed increasing pressure on university staff with spiralling workloads due to the rapid implementation of changes to university processes and staff being required to take on additional duties due to self-isolating or unwell colleagues. The mental health of students was also adversely affected due to changes in their education and social life and the overall uncertainty caused by the pandemic. Engaging in creative and cultural activities has been demonstrated to have a positive impact on mental wellbeing. The present study aimed to explore how and why staff and students in one UK university engaged with arts, cultural and creative activities, and the perceived impact of this engagement on their mental wellbeing during UK lockdowns. This article presents findings from a series of fourteen qualitative interviews conducted with staff and students in the summer of 2021. Thematic analysis identified that participants engaged in the activities to enhance their mental wellbeing through a sense of achievement, enjoyment, absorption and connecting to others. However, the activities were also used as a coping strategy, to deal with loss, and to make meaning of the uncertainty caused by the pandemic. [ABSTRACT FROM AUTHOR]

Young people who self-exclude from school often cite bullying as a central reason; yet there is a paucity of research on this topic. Moreover, there is no participatory research exploring this issue alongside young people. Using participatory research, we worked with Red Balloon Learner Centres, who provide educational/therapeutic support to young people after self-exclusion. In phase one, we worked with staff and young people to co-develop an understanding of bullying and co-design the research methods and analytical framework for the study. In phase two, young people from across the Centres participated in focus groups. This participatory process highlighted how the intentions and realities of this approach often conflict with one another. Reflections therefore include: Power dynamics: The research team had a wealth of knowledge from lived experiences, to practical knowledge/experiences to academic knowledge. By recognising these contributions, power was perceived as fluid, ever changing as the project developed. Practicalities of participation: Young people had competing priorities and some chose not to participate. We were respectful of this and worked flexibly to provide participation opportunities. Partnership working: Building rapport with Red Balloon was essential for sensitively identifying young people interested in the research and encouraging/supporting them throughout their participation. This research adds to literature on the need for flexibility and responding appropriately to experiences when involving young people in sensitive research. It further offers a strong rationale for involving young people in future studies to develop support that better fits the needs of bullied young people to reduce incidences of self-exclusion. [ABSTRACT FROM AUTHOR]