COhort cOmmunity Research and Development Infrastructure Network for Access Throughout Europe

Informations projet

COORDINATE

N° de convention de subvention: 101008589

DOI

10.3030/101008589

Projet clôturé

Date de signature de la CE 15 Mars 2021

Date de début 1 Avril 2021

Date de fin 31 Mars 2025

Financé au titre de

• EXCELLENT SCIENCE - Research Infrastructures

Coût total

€ 4 988 915,00

Contribution de l’UE

€ 4 988 914,99

Coordonné par

THE MANCHESTER METROPOLITAN UNIVERSITY
United Kingdom

CORDIS fournit des liens vers les livrables publics et les publications des projets HORIZON.

Les liens vers les livrables et les publications des projets du 7e PC, ainsi que les liens vers certains types de résultats spécifiques tels que les jeux de données et les logiciels, sont récupérés dynamiquement sur OpenAIRE .

Livrables

Websites, patent fillings, videos etc. (5)

Delivering training workshops on child wellbeing data harmonisation
COORDINATE Website
A two day event for policymakers organised in Brussels
3-minute video (children and young people) about the project activities

3minute video children and young people about the project activities

Policy Briefings

A series of policy briefings on the use of longitudinal data, research infrastructures and child and youth wellbeing.

Other (1)

Platform for virtual collection and best practice guidance for metadata

Documents, reports (2)

Report on future ethical challenges
Briefs considering current ethical challenges

At least three briefs considering current ethical challenges.

Publications

Peer reviewed articles (46)

“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures

Auteurs: Gleasure S, Devine D, Martinez Sainz G, Sloan S, Crean M, Moore B, Symonds J
Publié dans: Early Childhood Education Journal, 2024, ISSN 1082-3301
Éditeur: Human Sciences Press
DOI: 10.1007/s10643-024-01636-6

GENDER DIFFERENCES IN PARITY-SPECIFIC FERTILITY TRANSITION MODELS

Auteurs: Ecaterina Grigoraș
Publié dans: Economy and Sociology, 2024, ISSN 2587-4187
Éditeur: National Institute for Economic Research of Academy of Economic Studies of Moldova

Timing is everything: Developmental changes in the associations between intergroup contact and bias

Auteurs: Merrilees CE, Taylor LK, Klotz M, Goeke-Morey MC, Shirlow P, Cummings EM 
Publié dans: International Journal of Behavioral Development, 2023, ISSN 0165-0254
Éditeur: SAGE Publications
DOI: 10.1177/01650254221146409

What about the family?: the role and meaning of family in the integration of migrant children: evidence from Slovenian schools

Auteurs: Zorana Medarić, Barbara Gornik and Mateja Sedmak
Publié dans:  Frontiers in education, 2022, ISSN 2504-284X
Éditeur: Frontiers Media SA
DOI: 10.3389/feduc.2022.1003759

Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school

Auteurs: Tobin E, Symonds JE, Sloan S, Devine D, Torsney BM, D’Urso G
Publié dans: Irish Educational Studies, 2023, ISSN 1469-3623
Éditeur: Taylor & Francis
DOI: 10.1080/03323315.2023.2220704

Victimization experiences, internalizing problems and family bonds among adolescents from the UK: multi-group structural equation modeling using an intersectionality-informed approach

Auteurs: Susanne Birnkammer, Cara L. Booker, Claudia Calvano
Publié dans: Scientific Reports, Numéro 14, 2024, ISSN 2045-2322
Éditeur: Nature Publishing Group
DOI: 10.1038/s41598-024-80342-0

Perinatal factors associated with sensory processing difficulties in infancy: Findings from the Etude Longitudinale Francaise depuis l'Enfance (ELFE) French national birth cohort

Auteurs: Emma Butler, Michelle Spirtos, Linda M. O'Keeffe, Mary Clarke
Publié dans: Early Human Development, Numéro 200, 2024, Page(s) 106166, ISSN 0378-3782
Éditeur: Elsevier BV
DOI: 10.1016/j.earlhumdev.2024.106166

The social acceptance of neurodiverse children in Irish primary schools

Auteurs: Jones MH, Symonds JE, Downey S, Sloan S, Devine D, Kinsella W 
Publié dans: International Journal of Inclusive Education, 2023, ISSN 1469-3623
Éditeur: Taylor & Francis
DOI: 10.1080/13603116.2023.2195861

What Should I do and Who’s to blame? A cross-national study on youth’s attitudes and beliefs in times of COVID-19

Auteurs: De Moor EL, Cheng TY, Spitzer JE, Berger C, Carrizales A, Garandeau CF, Gerbino M, Hawk ST, Kaniušonytė G, Kumru A, Malonda E, Rovella A, Shen YL, Taylor LK, van Zalk M, Branje S, Carlo G, Walker LP, Van der Graaff J
Publié dans: PLoS ONE, 2022, ISSN 2767-3170
Éditeur: PLOS
DOI: 10.1371/journal.pone.0279366

A systematic review of the association between religiousness and children’s prosociality

Auteurs: Zammit I, Taylor LK
Publié dans: Religion, Brain and Behavior, 2023, ISSN 2153-599X
Éditeur: Taylor and Francis Inc.
DOI: 10.1080/2153599x.2022.2131892

STRATEGIJE STARŠEVSKEGA POSREDOVANJA IN NJIHOVA VLOGA PRI SEZNANJENOSTI STARŠEV O NEGATIVNIH SPLETNIH IZKUŠNJAH MLADOSTNIKOV

Auteurs: Kristina Rakinić
Publié dans: Teorija in praksa, 2024, Page(s) 115-132, ISSN 0040-3598
Éditeur: Univerza Edvarda Kardelja v Ljubljani, Fakulteta za Sociologija Politicne Vede in Novinarstvo
DOI: 10.51936/tip.61.1.115

Integration of migrant children in Slovenian schools

Auteurs: Zorana Medarić, Mateja Sedmak, Lucija Dežan and Barbara Gornik
Publié dans: Culture and Education: Cultura y Educación, 2021, ISSN 1135-6405
Éditeur: Fundacion Infancia y Aprendizaje
DOI: 10.1080/11356405.2021.1973222

Comparing Approaches to Home-School Links on the Island of Ireland: The BUDDIES Study

Auteurs: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J 
Publié dans: Irish Journal of Education, 2023, ISSN 0021-1257
Éditeur: Educational Research Centre (ERC)

From restrictions to awareness: Examining the varied relationship between mediation strategies and parental awareness of adolescents online sexual experiences across age groups

Auteurs: Luka Stanić
Publié dans: Cyberpsychology: Journal of Psychosocial Research on Cyberspace, Numéro 18, 2025, ISSN 1802-7962
Éditeur: Masaryk University
DOI: 10.5817/cp2024-5-9

Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic

Auteurs: Crean M, Devine D, Moore B, Martínez Sainz G, Symonds J, Sloan S, Farrell E
Publié dans: British Journal of Sociology of Education, 2023, ISSN 1469-3623
Éditeur: Taylor & Francis
DOI: 10.1080/01425692.2023.2174077

How Do Children Learn Social Categorization and Intergroup Attitudes When They Grow Up in Divided Contexts?

Auteurs: Maloku E, Derks B, Van Laar C, Ellemers N, Dautel J, Taylor LK
Publié dans: Social Sciences, 2023, ISSN 2076-0760
Éditeur: MDPI
DOI: 10.3390/socsci12050281

Supraordinate identity integration in childhood: Intergroup implications of ethno-national and supraordinate identification in three divided societies

Auteurs: Nic Craith I, Corbett B, Tomašić Humer J, Tomovska Misoska A, Maloku E, Dautel JB, Taylor LK
Publié dans: Journal of Community and Applied Social Psychology, 2023, ISSN 1052-9284
Éditeur: John Wiley & Sons Inc.
DOI: 10.1002/casp.2754

Picturing safety and danger: Children's perspectives in rural Sierra Leone

Auteurs: Samonova E, Devine D, Smith A, Sugrue C, Capistrano D, Sloan S, Symonds J
Publié dans: Children and Society, 2022, ISSN 0951-0605
Éditeur: John Wiley & Sons Inc.
DOI: 10.1111/chso.12637

Educational achievement and bullying: The mediating role of psychological difficulties

Auteurs: Murphy D, Leonard SJ, Taylor LK, Santos F 
Publié dans: British Journal of Educational Psychology, 2022, ISSN 0007-0998
Éditeur: Wiley-Blackwell
DOI: 10.1111/bjep.12511

Anatomy of an educational change: The safe learning model, Sierra Leone

Auteurs: Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds & Aimee Smith
Publié dans: Journal of Educational Change, 2023, ISSN 1389-2843
Éditeur: Kluwer Academic Publishers
DOI: 10.1007/s10833-022-09461-7

How do you feel at school? A cross-country comparative analysis of migrant adolescents' school well-being

Auteurs: Lucija Dežan, Mateja Sedmak
Publié dans: Frontiers in Education, 2023, ISSN 2504-284X
Éditeur: Frontiers Media S.A.
DOI: 10.3389/feduc.2023.1003762

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

Auteurs: Farrell E, Symonds J, Devine D, Sloan S, Crean M, Cahoon A, Hogan J
Publié dans: Health Education, 2024, ISSN 0965-4283
Éditeur: Emerald Group Publishing Ltd.
DOI: 10.1108/he-03-2024-0023

Adverse childhood experiences and multimorbidity in adulthood: Findings from the Survey of Health, Ageing and Retirement in Europe (SHARE)

Auteurs: Sonya Deschênes, Elaine Lowry, Cassandra Simmons, Esme Elsden, Christina Koretsidou, Amy McInerney, Ricardo Rodrigues
Publié dans: Journal of Public Health, 2024, ISSN 2198-1833
Éditeur: Springer Science and Business Media LLC
DOI: 10.1007/s10389-024-02360-6

Strength of children’s European identity: findings from majority and minority groups in four conflict-affected sites

Auteurs: Taylor LK, Corbett B, Maloku E, Tomašić Humer J, Tomovska Misoska A, Dautel J
Publié dans: European Journal of Developmental Psychology, 2023, ISSN 1740-5629
Éditeur: Psychology Press
DOI: 10.1080/17405629.2023.2200930

The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone

Auteurs: Smith AJ, Devine D, Samonova E, Capistrano D, Sugrue C, Sloan S, Symonds J, Gibbons R, Folan A 
Publié dans: Cambridge Journal of Education, 2024, ISSN 0305-764X
Éditeur: Carfax Publishing Ltd.
DOI: 10.1080/0305764x.2024.2336144

Ex‐ante socio‐economic impact assessment for a social science research infrastructure: The case of EuroCohort

Auteurs: Giulio Ecchia, Chris O'Leary, Luciano Messori
Publié dans: Annals of Public and Cooperative Economics, Numéro 92, 2023, Page(s) 531-563, ISSN 1370-4788
Éditeur: Blackwell Publishing Inc.
DOI: 10.1111/apce.12346

UPDATED PROTOCOL: Universal school-based programmes for improving social and emotional outcomes in children aged 3–11 years: An evidence and gap map

Auteurs: Hanratty J, Miller S, Rodriguez L, Connolly P, Roberts J, Sloan S, Brennan-Wilson A, Bradshaw D, Coughlan C, Gleghorne N, Dunne L, Millen S, Smith A, O'Sullivan C
Publié dans: Campbell Systematic Reviews, 2023, ISSN 1891-1803
Éditeur: Wiley Online Library
DOI: 10.1002/cl2.1346

Children's awareness of ethnic outgroup symbols: Piloting a task in the Republic of Ireland

Auteurs: Counihan D, Carol S
Publié dans: International Journal of Psychology, 2022, ISSN 0020-7594
Éditeur: Psychology Press
DOI: 10.1002/ijop.12870

Patients’ attitudes to bedside teaching after the COVID-19 pandemic

Auteurs: Jackson H, MacBride C, Taylor L, Carey M, Higgins MF
Publié dans: Irish Journal of Medical Science, 2023, ISSN 0021-1265
Éditeur: Royal Academy of Medicine in Ireland
DOI: 10.1007/s11845-023-03558-5

Growing up amid conflict: Implications of the Developmental Peacebuilding Model

Auteurs: Bahr C, Taylor L
Publié dans: Advances in Child Development and Behavior, 2023, ISSN 0065-2407
Éditeur: Academic Press
DOI: 10.1016/bs.acdb.2023.05.001

Population heterogeneity in developmental trajectories of internalising and externalising mental health symptoms in childhood: differential effects of parenting styles

Auteurs: Katsantonis I, Symonds JEE
Publié dans: EPIDEMIOLOGY AND PSYCHIATRIC SCIENCES, 2023, ISSN 2045-7960
Éditeur: Cambridge University Press
DOI: 10.1017/s2045796023000094

A rights-based exploration of children’s pedagogic voice in the classroom

Auteurs: Martinez Sainz G, Devine D, Sloan S, Symmonds J, Moore B, Barrow N, Crean M, Donegan A, Greaves M, Samonova E, Gleasure S, Ioannidou O
Publié dans: Education 3-13, 2024, ISSN 0300-4279
Éditeur: Routledge
DOI: 10.1080/03004279.2024.2331953

Artesanos de Paz: Promoting Everyday Peacebuilding Among Children and Youth Through a Participatory Theater-Based Intervention in Colombia

Auteurs: O’Sullivan C, Taylor L, Pineda-Marin C, Sandoval-Escobar M, Toro R, Barreto ML, Alfonso D, Niño JL
Publié dans: Peace and Conflict, 2023, ISSN 1078-1919
Éditeur: Lawrence Erlbaum Associates Inc.
DOI: 10.1037/pac0000656

Exploring restorative practices: Teachers' experiences with early adolescents

Auteurs: Moran E, Sloan S, Walsh E, Taylor L
Publié dans: International Journal of Educational Research Open, 2024, ISSN 2666-3740
Éditeur: Elsevier
DOI: 10.1016/j.ijedro.2024.100323

Should Early Health Investments Work? Evidence from a Randomized Controlled Trial of a Complex Early-Childhood Intervention

Auteurs: Coy, D. & Doyle, O
Publié dans: The University of Chicago Press, 2024, ISSN 1932-8575
Éditeur: University of Chicago Press
DOI: 10.1086/728055

Intergroup resource allocation among children from minority and majority groups in three settings of former conflict

Auteurs: Corbett B, Dautel J, Tomašić Humer J, Tomovska Misoska A, Taylor LK
Publié dans: Child Development, 2023, ISSN 0009-3920
Éditeur: Blackwell Publishing Inc.
DOI: 10.1111/cdev.13956

A multi-level, time-series network analysis of the impact of youth peacebuilding on quality peace

Auteurs: Taylor LK, Bähr C
Publié dans: Journal of Aggression, Conflict and Peace Research, 2023, ISSN 1759-6599
Éditeur: Pier Professional Ltd
DOI: 10.1108/jacpr-02-2022-0685

Children as co-researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID-19 lockdown

Auteurs: Donegan A, Devine D, Martinez-Sainz G, Symonds J, Sloan S 
Publié dans: Children and Society, 2022, ISSN 0951-0605
Éditeur: John Wiley & Sons Inc.
DOI: 10.1111/chso.12665

Yläkoulun oppilaiden sosioemotionaalisten taitojen profiilit ja kouluinto COVID-19-pandemian aikana

Auteurs: Ida Huttunen, Katja Upadyaya, Katariina Salmela-Aro
Publié dans: Psykologia, Numéro 59, 2024, ISSN 2670-322X
Éditeur: Suomen Psykologinen Seura ry
DOI: 10.62443/psykologia.v59i1.127984

Neighbourhood characteristics and socioeconomic inequalities in child mental health: Cross-sectional and longitudinal findings from the Growing Up in Ireland study

Auteurs: I Gusti Ngurah Edi Putra, Amy M. McInerney, Eric Robinson, Sonya S. Deschênes
Publié dans: Health & Place, 2024, ISSN 1353-8292
Éditeur: Elsevier BV
DOI: 10.1016/j.healthplace.2024.103180

Item response theory-based psychometric analysis of the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS) among adolescents in the UK

Auteurs: Hanzlova, R & Lynn, P
Publié dans: Health and Quality of Life Outcomes, 2023, ISSN 1477-7525
Éditeur: BioMed Central
DOI: 10.1186/s12955-023-02192-0

Growing Up in Digital Europe (GUIDE)

Auteurs: Klea Ramaj, Gary Pollock
Publié dans: European Psychologist, 2025, ISSN 1016-9040
Éditeur: Hogrefe & Huber Publishers
DOI: 10.1027/1016-9040/a000542

A child-centred asylum policy: building on evidence and unaccompanied asylum-seeking children's views

Auteurs: Barbara Gornik
Publié dans: Children & society, 2023, ISSN 0951-0605
Éditeur: John Wiley & Sons Inc.
DOI: 10.1111/chso.12655

Transcending non-citizenship? : looking at asylum policy through the lens of a child-centred approach and the procedural justice perspective

Auteurs: Barbara Gornik
Publié dans: Citizenship studies, 2022, ISSN 1362-1025
Éditeur: Carfax Publishing Ltd.
DOI: 10.1080/13621025.2022.2137943

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Auteurs: Devine D, Samonova E, Bolotta G, Sugrue C, Sloan S, Symonds J, Capistrano D, Crean M 
Publié dans: Compare, 2023, ISSN 1469-3623
Éditeur: Taylor & Francis
DOI: 10.1080/03057925.2020.1868976

Adverse childhood experiences, social participation and multimorbidity risk in Europe

Auteurs: S Deschenes, C Simmons, E Elsden, A McInerney, E Lowry, R Rodrigues
Publié dans: European Journal of Public Health, Numéro 33, 2023, ISSN 1101-1262
Éditeur: Oxford University Press
DOI: 10.1093/eurpub/ckad160.068

Conference proceedings (1)

Tracing Inequalities from the Start: The GUIDE Study of Children's Wellbeing Across Europe

Auteurs: Gary Pollock, Stephanie Cahill, Klea Ramaj, Tara Poole, Lee Bentley, Seaneen Sloan, Jennifer Symonds
Publié dans: SLLS ANNUAL CONFERENCE 2024 Inequalities Across Life Courses and Generations: Interdisciplinary Perspectives, 2024
Éditeur: The Society for Longitudinal and Lifecourse Studies (SLLS)

Book chapters (2)

Youth Advisory Boards (YABs): The Case of the Growing up in Digital Europe (GUIDE) Study

Auteurs: Klea Ramaj, Gary Pollock
Publié dans: Equity in Education: A Handbook for Participative Approaches in Research and Development to Address School Inequalities, 2025, ISBN 978-3-949607-53-0
Éditeur: CEEOLPRESS

"""Othering"" and integration of migrant children and young people of Albanian ethnic origin: evidence from Slovenian schools"

Auteurs: Mateja Sedmak, Zorana Medarić and Lucija Dežan
Publié dans: 2023
Éditeur: Taylor & Francis
DOI: 10.4324/9781003343141-7

Non-peer reviewed articles (1)

Addressing Educational Disadvantage through Home-School Links on the Island of Ireland: The BUDDIES Study

Auteurs: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J
Publié dans: Irish Journal of Education, 2023, ISSN 0021-1257
Éditeur: Educational Research Centre

Other (3)

Polycrisis and Child Wellbeing: Future Avenues Across Europe

Auteurs: Klea Ramaj, Gary Pollock
Publié dans: 2024
Éditeur: Cascade Institute
DOI: 10.5281/zenodo.14237308

Harmonising Variables on Child Wellbeing

Auteurs: Bechert, Insa Milligan, Scott
Publié dans: GESIS Papers, 2024
Éditeur: GESIS - Leibniz-Institut für Sozialwissenschaften
DOI: 10.21241/ssoar.97392

COORDINATE Data Harmonisation Workshop 2

Auteurs: Insa Bechert
Publié dans: 2024
Éditeur: GESIS
DOI: 10.7802/2717