COhort cOmmunity Research and Development Infrastructure Network for Access Throughout Europe

Informacje na temat projektu

COORDINATE

Identyfikator umowy o grant: 101008589

DOI

10.3030/101008589

Projekt został zamknięty

Data podpisania przez KE 15 Marca 2021

Data rozpoczęcia 1 Kwietnia 2021

Data zakończenia 31 Marca 2025

Finansowanie w ramach

• EXCELLENT SCIENCE - Research Infrastructures

Koszt całkowity

€ 4 988 915,00

Wkład UE

€ 4 988 914,99

Koordynowany przez

THE MANCHESTER METROPOLITAN UNIVERSITY
United Kingdom

CORDIS oferuje możliwość skorzystania z odnośników do publicznie dostępnych publikacji i rezultatów projektów realizowanych w ramach programów ramowych HORYZONT.

Odnośniki do rezultatów i publikacji związanych z poszczególnymi projektami 7PR, a także odnośniki do niektórych konkretnych kategorii wyników, takich jak zbiory danych i oprogramowanie, są dynamicznie pobierane z systemu OpenAIRE .

Rezultaty

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.

Publikacje

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

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

GENDER DIFFERENCES IN PARITY-SPECIFIC FERTILITY TRANSITION MODELS

Autorzy: Ecaterina Grigoraș
Opublikowane w: Economy and Sociology, 2024, ISSN 2587-4187
Wydawca: 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

Autorzy: Merrilees CE, Taylor LK, Klotz M, Goeke-Morey MC, Shirlow P, Cummings EM 
Opublikowane w: International Journal of Behavioral Development, 2023, ISSN 0165-0254
Wydawca: 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

Autorzy: Zorana Medarić, Barbara Gornik and Mateja Sedmak
Opublikowane w:  Frontiers in education, 2022, ISSN 2504-284X
Wydawca: 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

Autorzy: Tobin E, Symonds JE, Sloan S, Devine D, Torsney BM, D’Urso G
Opublikowane w: Irish Educational Studies, 2023, ISSN 1469-3623
Wydawca: 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

Autorzy: Susanne Birnkammer, Cara L. Booker, Claudia Calvano
Opublikowane w: Scientific Reports, Numer 14, 2024, ISSN 2045-2322
Wydawca: 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

Autorzy: Emma Butler, Michelle Spirtos, Linda M. O'Keeffe, Mary Clarke
Opublikowane w: Early Human Development, Numer 200, 2024, Strona(/y) 106166, ISSN 0378-3782
Wydawca: Elsevier BV
DOI: 10.1016/j.earlhumdev.2024.106166

The social acceptance of neurodiverse children in Irish primary schools

Autorzy: Jones MH, Symonds JE, Downey S, Sloan S, Devine D, Kinsella W 
Opublikowane w: International Journal of Inclusive Education, 2023, ISSN 1469-3623
Wydawca: 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

Autorzy: 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
Opublikowane w: PLoS ONE, 2022, ISSN 2767-3170
Wydawca: PLOS
DOI: 10.1371/journal.pone.0279366

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

Autorzy: Zammit I, Taylor LK
Opublikowane w: Religion, Brain and Behavior, 2023, ISSN 2153-599X
Wydawca: Taylor and Francis Inc.
DOI: 10.1080/2153599x.2022.2131892

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

Autorzy: Kristina Rakinić
Opublikowane w: Teorija in praksa, 2024, Strona(/y) 115-132, ISSN 0040-3598
Wydawca: 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

Autorzy: Zorana Medarić, Mateja Sedmak, Lucija Dežan and Barbara Gornik
Opublikowane w: Culture and Education: Cultura y Educación, 2021, ISSN 1135-6405
Wydawca: Fundacion Infancia y Aprendizaje
DOI: 10.1080/11356405.2021.1973222

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

Autorzy: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J 
Opublikowane w: Irish Journal of Education, 2023, ISSN 0021-1257
Wydawca: 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

Autorzy: Luka Stanić
Opublikowane w: Cyberpsychology: Journal of Psychosocial Research on Cyberspace, Numer 18, 2025, ISSN 1802-7962
Wydawca: 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

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

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

Autorzy: Maloku E, Derks B, Van Laar C, Ellemers N, Dautel J, Taylor LK
Opublikowane w: Social Sciences, 2023, ISSN 2076-0760
Wydawca: MDPI
DOI: 10.3390/socsci12050281

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

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

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

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

Educational achievement and bullying: The mediating role of psychological difficulties

Autorzy: Murphy D, Leonard SJ, Taylor LK, Santos F 
Opublikowane w: British Journal of Educational Psychology, 2022, ISSN 0007-0998
Wydawca: Wiley-Blackwell
DOI: 10.1111/bjep.12511

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

Autorzy: Ciaran Sugrue, Elena Samonova, Daniel Capistrano, Dympna Devine, Seaneen Sloan, Jennifer Symonds & Aimee Smith
Opublikowane w: Journal of Educational Change, 2023, ISSN 1389-2843
Wydawca: 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

Autorzy: Lucija Dežan, Mateja Sedmak
Opublikowane w: Frontiers in Education, 2023, ISSN 2504-284X
Wydawca: 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

Autorzy: Farrell E, Symonds J, Devine D, Sloan S, Crean M, Cahoon A, Hogan J
Opublikowane w: Health Education, 2024, ISSN 0965-4283
Wydawca: 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)

Autorzy: Sonya Deschênes, Elaine Lowry, Cassandra Simmons, Esme Elsden, Christina Koretsidou, Amy McInerney, Ricardo Rodrigues
Opublikowane w: Journal of Public Health, 2024, ISSN 2198-1833
Wydawca: 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

Autorzy: Taylor LK, Corbett B, Maloku E, Tomašić Humer J, Tomovska Misoska A, Dautel J
Opublikowane w: European Journal of Developmental Psychology, 2023, ISSN 1740-5629
Wydawca: Psychology Press
DOI: 10.1080/17405629.2023.2200930

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

Autorzy: Smith AJ, Devine D, Samonova E, Capistrano D, Sugrue C, Sloan S, Symonds J, Gibbons R, Folan A 
Opublikowane w: Cambridge Journal of Education, 2024, ISSN 0305-764X
Wydawca: 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

Autorzy: Giulio Ecchia, Chris O'Leary, Luciano Messori
Opublikowane w: Annals of Public and Cooperative Economics, Numer 92, 2023, Strona(/y) 531-563, ISSN 1370-4788
Wydawca: 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

Autorzy: 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
Opublikowane w: Campbell Systematic Reviews, 2023, ISSN 1891-1803
Wydawca: Wiley Online Library
DOI: 10.1002/cl2.1346

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

Autorzy: Counihan D, Carol S
Opublikowane w: International Journal of Psychology, 2022, ISSN 0020-7594
Wydawca: Psychology Press
DOI: 10.1002/ijop.12870

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

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

Growing up amid conflict: Implications of the Developmental Peacebuilding Model

Autorzy: Bahr C, Taylor L
Opublikowane w: Advances in Child Development and Behavior, 2023, ISSN 0065-2407
Wydawca: 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

Autorzy: Katsantonis I, Symonds JEE
Opublikowane w: EPIDEMIOLOGY AND PSYCHIATRIC SCIENCES, 2023, ISSN 2045-7960
Wydawca: Cambridge University Press
DOI: 10.1017/s2045796023000094

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

Autorzy: 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
Opublikowane w: Education 3-13, 2024, ISSN 0300-4279
Wydawca: 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

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

Exploring restorative practices: Teachers' experiences with early adolescents

Autorzy: Moran E, Sloan S, Walsh E, Taylor L
Opublikowane w: International Journal of Educational Research Open, 2024, ISSN 2666-3740
Wydawca: 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

Autorzy: Coy, D. & Doyle, O
Opublikowane w: The University of Chicago Press, 2024, ISSN 1932-8575
Wydawca: University of Chicago Press
DOI: 10.1086/728055

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

Autorzy: Corbett B, Dautel J, Tomašić Humer J, Tomovska Misoska A, Taylor LK
Opublikowane w: Child Development, 2023, ISSN 0009-3920
Wydawca: Blackwell Publishing Inc.
DOI: 10.1111/cdev.13956

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

Autorzy: Taylor LK, Bähr C
Opublikowane w: Journal of Aggression, Conflict and Peace Research, 2023, ISSN 1759-6599
Wydawca: 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

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

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

Autorzy: Ida Huttunen, Katja Upadyaya, Katariina Salmela-Aro
Opublikowane w: Psykologia, Numer 59, 2024, ISSN 2670-322X
Wydawca: 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

Autorzy: I Gusti Ngurah Edi Putra, Amy M. McInerney, Eric Robinson, Sonya S. Deschênes
Opublikowane w: Health & Place, 2024, ISSN 1353-8292
Wydawca: 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

Autorzy: Hanzlova, R & Lynn, P
Opublikowane w: Health and Quality of Life Outcomes, 2023, ISSN 1477-7525
Wydawca: BioMed Central
DOI: 10.1186/s12955-023-02192-0

Growing Up in Digital Europe (GUIDE)

Autorzy: Klea Ramaj, Gary Pollock
Opublikowane w: European Psychologist, 2025, ISSN 1016-9040
Wydawca: Hogrefe & Huber Publishers
DOI: 10.1027/1016-9040/a000542

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

Autorzy: Barbara Gornik
Opublikowane w: Children & society, 2023, ISSN 0951-0605
Wydawca: 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

Autorzy: Barbara Gornik
Opublikowane w: Citizenship studies, 2022, ISSN 1362-1025
Wydawca: Carfax Publishing Ltd.
DOI: 10.1080/13621025.2022.2137943

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

Autorzy: Devine D, Samonova E, Bolotta G, Sugrue C, Sloan S, Symonds J, Capistrano D, Crean M 
Opublikowane w: Compare, 2023, ISSN 1469-3623
Wydawca: Taylor & Francis
DOI: 10.1080/03057925.2020.1868976

Adverse childhood experiences, social participation and multimorbidity risk in Europe

Autorzy: S Deschenes, C Simmons, E Elsden, A McInerney, E Lowry, R Rodrigues
Opublikowane w: European Journal of Public Health, Numer 33, 2023, ISSN 1101-1262
Wydawca: 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

Autorzy: Gary Pollock, Stephanie Cahill, Klea Ramaj, Tara Poole, Lee Bentley, Seaneen Sloan, Jennifer Symonds
Opublikowane w: SLLS ANNUAL CONFERENCE 2024 Inequalities Across Life Courses and Generations: Interdisciplinary Perspectives, 2024
Wydawca: 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

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

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

Autorzy: Mateja Sedmak, Zorana Medarić and Lucija Dežan
Opublikowane w: 2023
Wydawca: 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

Autorzy: Martin C, Walsh G, Sloan S, Orr K, Gibson K, Dunn J
Opublikowane w: Irish Journal of Education, 2023, ISSN 0021-1257
Wydawca: Educational Research Centre

Other (3)

Polycrisis and Child Wellbeing: Future Avenues Across Europe

Autorzy: Klea Ramaj, Gary Pollock
Opublikowane w: 2024
Wydawca: Cascade Institute
DOI: 10.5281/zenodo.14237308

Harmonising Variables on Child Wellbeing

Autorzy: Bechert, Insa Milligan, Scott
Opublikowane w: GESIS Papers, 2024
Wydawca: GESIS - Leibniz-Institut für Sozialwissenschaften
DOI: 10.21241/ssoar.97392

COORDINATE Data Harmonisation Workshop 2

Autorzy: Insa Bechert
Opublikowane w: 2024
Wydawca: GESIS
DOI: 10.7802/2717