COhort cOmmunity Research and Development Infrastructure Network for Access Throughout Europe

Informazioni relative al progetto

COORDINATE

ID dell’accordo di sovvenzione: 101008589

DOI

10.3030/101008589

Progetto chiuso

Data della firma CE 15 Marzo 2021

Data di avvio 1 Aprile 2021

Data di completamento 31 Marzo 2025

Finanziato da

• EXCELLENT SCIENCE - Research Infrastructures

Costo totale

€ 4 988 915,00

Contributo UE

€ 4 988 914,99

Coordinato da

THE MANCHESTER METROPOLITAN UNIVERSITY
United Kingdom

CORDIS fornisce collegamenti ai risultati finali pubblici e alle pubblicazioni dei progetti ORIZZONTE.

I link ai risultati e alle pubblicazioni dei progetti del 7° PQ, così come i link ad alcuni tipi di risultati specifici come dataset e software, sono recuperati dinamicamente da .OpenAIRE .

Risultati finali

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.

Pubblicazioni

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

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

GENDER DIFFERENCES IN PARITY-SPECIFIC FERTILITY TRANSITION MODELS

Autori: Ecaterina Grigoraș
Pubblicato in: Economy and Sociology, 2024, ISSN 2587-4187
Editore: 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

Autori: Merrilees CE, Taylor LK, Klotz M, Goeke-Morey MC, Shirlow P, Cummings EM 
Pubblicato in: International Journal of Behavioral Development, 2023, ISSN 0165-0254
Editore: 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

Autori: Zorana Medarić, Barbara Gornik and Mateja Sedmak
Pubblicato in:  Frontiers in education, 2022, ISSN 2504-284X
Editore: 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

Autori: Tobin E, Symonds JE, Sloan S, Devine D, Torsney BM, D’Urso G
Pubblicato in: Irish Educational Studies, 2023, ISSN 1469-3623
Editore: 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

Autori: Susanne Birnkammer, Cara L. Booker, Claudia Calvano
Pubblicato in: Scientific Reports, Numero 14, 2024, ISSN 2045-2322
Editore: 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

Autori: Emma Butler, Michelle Spirtos, Linda M. O'Keeffe, Mary Clarke
Pubblicato in: Early Human Development, Numero 200, 2024, Pagina/e 106166, ISSN 0378-3782
Editore: Elsevier BV
DOI: 10.1016/j.earlhumdev.2024.106166

The social acceptance of neurodiverse children in Irish primary schools

Autori: Jones MH, Symonds JE, Downey S, Sloan S, Devine D, Kinsella W 
Pubblicato in: International Journal of Inclusive Education, 2023, ISSN 1469-3623
Editore: 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

Autori: 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
Pubblicato in: PLoS ONE, 2022, ISSN 2767-3170
Editore: PLOS
DOI: 10.1371/journal.pone.0279366

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

Autori: Zammit I, Taylor LK
Pubblicato in: Religion, Brain and Behavior, 2023, ISSN 2153-599X
Editore: Taylor and Francis Inc.
DOI: 10.1080/2153599x.2022.2131892

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

Autori: Kristina Rakinić
Pubblicato in: Teorija in praksa, 2024, Pagina/e 115-132, ISSN 0040-3598
Editore: 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

Autori: Zorana Medarić, Mateja Sedmak, Lucija Dežan and Barbara Gornik
Pubblicato in: Culture and Education: Cultura y Educación, 2021, ISSN 1135-6405
Editore: Fundacion Infancia y Aprendizaje
DOI: 10.1080/11356405.2021.1973222

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

Autori: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J 
Pubblicato in: Irish Journal of Education, 2023, ISSN 0021-1257
Editore: 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

Autori: Luka Stanić
Pubblicato in: Cyberpsychology: Journal of Psychosocial Research on Cyberspace, Numero 18, 2025, ISSN 1802-7962
Editore: 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

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

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

Autori: Maloku E, Derks B, Van Laar C, Ellemers N, Dautel J, Taylor LK
Pubblicato in: Social Sciences, 2023, ISSN 2076-0760
Editore: MDPI
DOI: 10.3390/socsci12050281

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

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

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

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

Educational achievement and bullying: The mediating role of psychological difficulties

Autori: Murphy D, Leonard SJ, Taylor LK, Santos F 
Pubblicato in: British Journal of Educational Psychology, 2022, ISSN 0007-0998
Editore: Wiley-Blackwell
DOI: 10.1111/bjep.12511

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

Autori: Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds & Aimee Smith
Pubblicato in: Journal of Educational Change, 2023, ISSN 1389-2843
Editore: 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

Autori: Lucija Dežan, Mateja Sedmak
Pubblicato in: Frontiers in Education, 2023, ISSN 2504-284X
Editore: 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

Autori: Farrell E, Symonds J, Devine D, Sloan S, Crean M, Cahoon A, Hogan J
Pubblicato in: Health Education, 2024, ISSN 0965-4283
Editore: 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)

Autori: Sonya Deschênes, Elaine Lowry, Cassandra Simmons, Esme Elsden, Christina Koretsidou, Amy McInerney, Ricardo Rodrigues
Pubblicato in: Journal of Public Health, 2024, ISSN 2198-1833
Editore: 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

Autori: Taylor LK, Corbett B, Maloku E, Tomašić Humer J, Tomovska Misoska A, Dautel J
Pubblicato in: European Journal of Developmental Psychology, 2023, ISSN 1740-5629
Editore: Psychology Press
DOI: 10.1080/17405629.2023.2200930

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

Autori: Smith AJ, Devine D, Samonova E, Capistrano D, Sugrue C, Sloan S, Symonds J, Gibbons R, Folan A 
Pubblicato in: Cambridge Journal of Education, 2024, ISSN 0305-764X
Editore: 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

Autori: Giulio Ecchia, Chris O'Leary, Luciano Messori
Pubblicato in: Annals of Public and Cooperative Economics, Numero 92, 2023, Pagina/e 531-563, ISSN 1370-4788
Editore: 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

Autori: 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
Pubblicato in: Campbell Systematic Reviews, 2023, ISSN 1891-1803
Editore: Wiley Online Library
DOI: 10.1002/cl2.1346

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

Autori: Counihan D, Carol S
Pubblicato in: International Journal of Psychology, 2022, ISSN 0020-7594
Editore: Psychology Press
DOI: 10.1002/ijop.12870

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

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

Growing up amid conflict: Implications of the Developmental Peacebuilding Model

Autori: Bahr C, Taylor L
Pubblicato in: Advances in Child Development and Behavior, 2023, ISSN 0065-2407
Editore: 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

Autori: Katsantonis I, Symonds JEE
Pubblicato in: EPIDEMIOLOGY AND PSYCHIATRIC SCIENCES, 2023, ISSN 2045-7960
Editore: Cambridge University Press
DOI: 10.1017/s2045796023000094

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

Autori: 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
Pubblicato in: Education 3-13, 2024, ISSN 0300-4279
Editore: 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

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

Exploring restorative practices: Teachers' experiences with early adolescents

Autori: Moran E, Sloan S, Walsh E, Taylor L
Pubblicato in: International Journal of Educational Research Open, 2024, ISSN 2666-3740
Editore: 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

Autori: Coy, D. & Doyle, O
Pubblicato in: The University of Chicago Press, 2024, ISSN 1932-8575
Editore: University of Chicago Press
DOI: 10.1086/728055

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

Autori: Corbett B, Dautel J, Tomašić Humer J, Tomovska Misoska A, Taylor LK
Pubblicato in: Child Development, 2023, ISSN 0009-3920
Editore: Blackwell Publishing Inc.
DOI: 10.1111/cdev.13956

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

Autori: Taylor LK, Bähr C
Pubblicato in: Journal of Aggression, Conflict and Peace Research, 2023, ISSN 1759-6599
Editore: 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

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

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

Autori: Ida Huttunen, Katja Upadyaya, Katariina Salmela-Aro
Pubblicato in: Psykologia, Numero 59, 2024, ISSN 2670-322X
Editore: 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

Autori: I Gusti Ngurah Edi Putra, Amy M. McInerney, Eric Robinson, Sonya S. Deschênes
Pubblicato in: Health & Place, 2024, ISSN 1353-8292
Editore: 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

Autori: Hanzlova, R & Lynn, P
Pubblicato in: Health and Quality of Life Outcomes, 2023, ISSN 1477-7525
Editore: BioMed Central
DOI: 10.1186/s12955-023-02192-0

Growing Up in Digital Europe (GUIDE)

Autori: Klea Ramaj, Gary Pollock
Pubblicato in: European Psychologist, 2025, ISSN 1016-9040
Editore: Hogrefe & Huber Publishers
DOI: 10.1027/1016-9040/a000542

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

Autori: Barbara Gornik
Pubblicato in: Children & society, 2023, ISSN 0951-0605
Editore: 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

Autori: Barbara Gornik
Pubblicato in: Citizenship studies, 2022, ISSN 1362-1025
Editore: Carfax Publishing Ltd.
DOI: 10.1080/13621025.2022.2137943

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

Autori: Devine D, Samonova E, Bolotta G, Sugrue C, Sloan S, Symonds J, Capistrano D, Crean M 
Pubblicato in: Compare, 2023, ISSN 1469-3623
Editore: Taylor & Francis
DOI: 10.1080/03057925.2020.1868976

Adverse childhood experiences, social participation and multimorbidity risk in Europe

Autori: S Deschenes, C Simmons, E Elsden, A McInerney, E Lowry, R Rodrigues
Pubblicato in: European Journal of Public Health, Numero 33, 2023, ISSN 1101-1262
Editore: 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

Autori: Gary Pollock, Stephanie Cahill, Klea Ramaj, Tara Poole, Lee Bentley, Seaneen Sloan, Jennifer Symonds
Pubblicato in: SLLS ANNUAL CONFERENCE 2024 Inequalities Across Life Courses and Generations: Interdisciplinary Perspectives, 2024
Editore: 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

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

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

Autori: Mateja Sedmak, Zorana Medarić and Lucija Dežan
Pubblicato in: 2023
Editore: 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

Autori: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J
Pubblicato in: Irish Journal of Education, 2023, ISSN 0021-1257
Editore: Educational Research Centre

Other (3)

Polycrisis and Child Wellbeing: Future Avenues Across Europe

Autori: Klea Ramaj, Gary Pollock
Pubblicato in: 2024
Editore: Cascade Institute
DOI: 10.5281/zenodo.14237308

Harmonising Variables on Child Wellbeing

Autori: Bechert, Insa Milligan, Scott
Pubblicato in: GESIS Papers, 2024
Editore: GESIS - Leibniz-Institut für Sozialwissenschaften
DOI: 10.21241/ssoar.97392

COORDINATE Data Harmonisation Workshop 2

Autori: Insa Bechert
Pubblicato in: 2024
Editore: GESIS
DOI: 10.7802/2717