Dr Mandy Pierlejewski, Senior lecturer in the Carnegie School of Education,believes the assessment should be replaced with an observational, play-based approach developed by early years specialists and practising teachers. Mandys call follows research examining children's experiences of the Reception Baseline Assessment (RBA), which takes place during the first six weeks of primary school and provides a starting point for measuring pupils' progress through to the end of Year 6. The study involved detailed video observations of 22 children across two versions of the assessment in 2024 and 2025, including 17 children completing the newer touchscreen version. Researchers identified behaviours associated with distress, including children covering their eyes or ears, sucking their thumbs, and repeatedly stroking their faces. Some children appeared increasingly uncomfortable as the assessment progressed, while others struggled to understand the digital actions required to complete tasks. Mandy believes these findings raise important questions about whether the assessment is measuring children's knowledge or their familiarity with technology. "If a child knows the answer but cannot demonstrate it because they don't understand how to use the touchscreen, we're not getting an accurate picture of their abilities. That raises serious questions about the reliability of the data being collected," Mandy said. In one example, children were asked to solve a subtraction problem by moving images of leaves on a touchscreen. The research found that translating practical mathematical activities into digital tasks could introduce additional cognitive demands, making it harder for children to demonstrate their understanding. The LBU academic also raised concerns that the assessment could disadvantage children with limited experience of digital devices, including those from less digitally connected households, as well as children with special educational needs and disabilities and those learning English as an additional language. She said that the digital format creates an additional barrier at an important stage of children's development, when they are adjusting to a new school environment and building relationships with teachers. The findings also contribute to a growing debate about screen use among young children, following government guidance encouraging parents to limit screen exposure and prioritise shared, interactive experiences. Mandy added that the digital assessment contradicts the principles of the government's screen-use guidance, as teachers are required to follow a prescribed script rather than interact naturally with children to explore their understanding. "The Reception Baseline Assessment doesn't need minor adjustments. It needs to be fundamentally redesigned by people who understand how young children learn and develop. Early years teachers and specialists should be at the heart of that process," Mandy Pierlejewski said. The LBU academic proposed alternative would involve teachers observing children through play and everyday classroom activities, using agreed developmental criteria to assess emerging skills in areas such as communication, early literacy and numeracy. Mandy added: "An effective baseline assessment should build on what early years teachers already do well: observing children as they play, communicate and explore. We can gather meaningful information about children's development without relying on formal digital testing." Although the qualitative study involved a small sample and cannot establish how widely the findings apply across England, it offers detailed insights into children's experiences of the assessment and raises questions for further investigation. Mandy hopes the findings will encourage policymakers to reconsider the current approach and involve early years professionals in developing an assessment model that is both educationally meaningful and appropriate for young children. She is also considering further research exploring how children from infancy to age five engage with digital technology across home and educational settings, building a broader understanding of the role screens play in early childhood development. Find out more about the research.
The 30-month KTP project is part-funded by UK Research and Innovation (UKRI) through Innovate UK. Academic experts from LBUs School of Built Environment, Engineering and Computing and Leeds Business School will work with Arville to integrate the operational and commercial aspects of the business, supporting better-informed decisions and new opportunities for growth. Arville holds large amounts of valuable technical and commercial data. The team will connect and further harness these data to provide a clear and consistent view of the companys performance across customers, products and brands, enabling more effective data-led decision-making. Dr David Love, Senior Lecturer in the School of Built Environment, Engineering and Computing, and project lead, explained: This KTP forms part of a portfolio of successful projects that draw on the combined expertise of Leeds Business School and the School of Built Environment, Engineering and Computing at Leeds Beckett University. Arville has been trading successfully for 75 years, and this is an exciting opportunity to work across the business and embed innovative approaches and skills. These capabilities will help Arville reach new customers and markets, creating growth and opportunities that extend well beyond the lifetime of the KTP. Steve Gill, Group Chief Executive Officer at Arville, said: As a business built on innovation, we recognise the importance of harnessing data to support future growth. This partnership with Leeds Beckett University will provide the tools, frameworks and capabilities needed to transform how we make decisions across the organisation. By integrating commercial and operational insight, we will be better positioned to improve profitability, enhance efficiency and deliver greater value to our customers. An experienced graduate will be recruited to manage the project as a KTP Associate. The Commercial and Operations Analytical Lead will join the Arville team full-time and receive full support from the LBU academics. For more information and to apply, please visit the Leeds Beckett Jobs website. The closing date for applications is 19 November 2026. Anne-Marie Gallagher, Business Development Manager at LBU, added: This new KTP project forms part of Leeds Beckett Universitys wider support for the textiles sector. It builds on collaborations with leading Yorkshire manufacturers, including Abraham Moon and Specialised Covers, that aim to drive innovation, sustainability and growth. The full LBU KTP team comprises: Dr David Love, Course Director in the School of Built Environment, Engineering and Computing, specialising in Electronics and Robotics; Dr Christine Zhang, Senior Lecturer in Marketing, Leeds Business School; Dave Chesley, Senior Lecturer in the Leadership, Governance and People Management subject group in Leeds Business School.
LBU is also ranked highly for its research partnerships and Continuing Professional Development (CPD) and Graduate start-ups. Professor Silke Machold, Pro Vice Chancellor for Research and Innovation, said: "We are immensely proud of this important recognition. To be placed so highly in the national KEF really reflects and celebrates our commitment at LBU to deliver positive change and impact through research and knowledge exchange as an anchor institution in our region. We are dedicated to turning academic insight into practical innovation, sharing our knowledge and cutting-edge research to help businesses and communities grow and thrive. As always, we are open to developing new and exciting partnerships and collaborations with businesses and public and third sectors. LBU's approach to research and knowledge exchange is focused on co-producing research with communities, businesses and policymakers to make sure it works in the real world, and addresses three core global challenges where this approach can effect meaningful change: Greener Sustainable Communities, Sport and Healthy Communities, and Inclusive, Prosperous Communities. Putting people and purpose at the forefront: Working with business LBU is dedicated to supporting its community of businesses, working in genuine partnership to achieve growth, maximise productivity, and create long-term sustainability. The Knowledge Exchange city-centre hub hosts regular networking events and masterclasses; whilst businesses have access to expert support from Leeds Business School through initiatives including Help to Grow: Management, #WECAN (Women Empowered through Coaching and Networking), and the new Peer Productivity Network. LBUs partnership with Exemplas has resulted in a productivity podcast series and set of insight papers for businesses and policymakers. LBUs partnership approach has seen many businesses connect with the university through programmes such as Help to Grow, and go on to develop Knowledge Exchange Partnerships (KTPs), student and graduate projects, and research consultancy work. Building on this success, in 2026, LBU launched Carnegie Innovation, a new sport health tech incubator, using cutting-edge research and facilities to help tackle health inequalities and drive business growth. LBU also leads the Innovation Pathways (In-Path) programme, in partnership with three other West Yorkshire Universities, to connect businesses across the region to expertise to accelerate business growth in health and digital technologies.
Dr Leona Mydlowski and a team of researchers at Leeds Law School and the University of Lancashire will interview officers from five police forces across the UK to understand their experiences and views of SHPOs, and they will analyse a sample of SHPOs and case files to explore whether they have been effective at preventing further sexual harm. Dr Mydlowski, Reader at Leeds Law School, and project leader, explained: Sexual Harm Prevention Orders were introduced in 2015 to protect the public from sexual harm by restricting behaviours, for a minimum of five years, for example restricting access to the internet. They are designed to change behaviour and manage future risk, rather than a focus on punishment and more negative obligations introduced under the previous Anti-Social Behaviour Crime and Policing Act. The findings of our project will provide an important evidence base as to how SHPOs are implemented in practice, and whether they are effective in achieving their aim of preventing sexual harm. This will impact sex offender management policy and also legislation in the area of violence against women and girls. The research has been funded by the Governments Evaluation Accelerator Fund, and the findings will be presented to the Cabinet and the Home Office by March 2027. Completing the research team are Professor Rachel Armitage and Dr Katie Dhingra at Leeds Beckett University, and Professor Sarah Kingston at the University of Lancashire. Dr Leona Mydlowski has been researching sex offender management for the past 10 years, with a focus on police offender management of sexual offenders in the community. She is currently leading on another large-scale project, funded by the UK Home Office, to conduct a national review into the risk assessment currently used within the UK for adult male sex offenders, known as Active Risk Management System (ARMS). Dr Mydlowski added: We are reviewing the effectiveness of ARMS to understand if it is the correct approach to risk assess adult male sex offenders. As SHPOs are used as a management tool by police officers, alongside ARMS, to prevent further sexual harm, the findings from our new research project will also feed into future developments of ARMS. Professor Rachel Armitage, Director of Research and Knowledge Exchange at Leeds Law School, said: We are thrilled to welcome Dr. Leona Mydlowski to the Law School as our new Reader. Securing a Cabinet Office Evaluation Acceleration Fund award on Sexual Harm Prevention Orders, alongside her Home Office research exploring risk assessment in sex offender management, demonstrates the strength and urgency of her research. Her expertise directly contributes to the national violence against women and girls (VAWG) agenda and supports government efforts to strengthen evidence based safeguarding policy. We are proud to celebrate her achievements and excited about the impact her work will generate.
A new study led by Dr Steve Taylor, a senior lecturer in Psychology at Leeds Beckett University, has looked at the different types of life purpose and how they relate to happiness. There are seven types of life purpose: No purpose a sense that life lacks direction, meaning, or an overarching goal Survival - focusing primarily on meeting basic needs such as food, shelter, safety and security Religious - finding direction through religious faith or another established framework of meaning Personal focused on pursuing wealth,career success, status or achievement Altruistic - focusing on helping others, reducing suffering or contributing positively to society Self-expansive - seeking personal growth, creativity, learning, fulfilment and the development of one's potential Transpersonal - experiencing purpose as something larger than the individual - something that seems to flow through a person rather than being consciously created by them. This type of purpose is often associated with a spiritual orientation. The most common types of purpose of those who took part were self-expansive and altruistic. People who reported they had no purpose and who were focused on survival were the least happy. Those with a transpersonal purpose were the happiest overall with women being more likely than men to be oriented around this type of purpose. Transpersonal purpose also became more common with age. In contrast, young people were more likely to identify with a personal-accumulative purpose which was focused on achievement. Older people were less oriented around a personal-accumulative purpose. Dr Steve Taylor said: The participants responses gave a powerful insight into how people experience purpose in different ways. This shows that the kind of purpose we hold not only shapes our happiness but also changes across our lives. Those who reported no sense of purpose tended to report substantially lower levels of happiness. Survival purpose was also strongly negatively associated with happiness. Transpersonal purpose was strongly associated with happiness. A self-expansive purpose was linked to happiness too, although to a lesser degree. In contrast, people with a personal-accumulative purpose - the pursuit of wealth, career success, status and achievement -reported a lower level of happiness. These findings are significant in that they contradict the standard cultural assumption that happiness stems from achievement, success and wealth. Our study found that a focus on self-development and a transpersonal purpose is much more likely to bring happiness. In other words, making accumulation and achievement the central organising purpose of life does not provide the same psychological benefits as growth, contribution or a sense of connection.
The 30-month Knowledge Transfer Partnership (KTP), part-funded by UKRI (UK Research and Innovation) through Innovate UK, will see LBU business and data science experts work with Ardent to develop an intelligent business system to improve operational efficiency, support growth, and enable data-driven decision-making. Ardent Limited is a specialist supplier of fire protection and electronic safety systems. The company designs, manufactures, supplies, installs and services its products in the UK and internationally. Dr Alfred Chinta, Head of Degree Apprenticeships in Leeds Business School and project leader, explained: "Through the new KTP, we will support Ardent's growth ambitions by developing and embedding an intelligent system to improve business operations, and enable data-driven decisions, greater efficiency and more sustainable performance. The system will optimise how Ardent delivers its services and manages its existing portfolio, while lowering operational emissions. "This capability is expected to increase productivity and net profit margins, and to support international expansion by leveraging data and existing resources." This is the second KTP between LBU and Ardent - the first project was completed in 2025 and embedded a new international marketing strategy and corporate culture into Ardent. The project was awarded the highest possible grading of Outstanding from Innovate UK, and KTP Associate, Stephanie Leung, has now been made a permanent member of the Ardent team, continuing to embed and progress the KTP legacy. Matt Lewindon, Managing Director of Ardent Limited, said: "Following the success of our first KTP, we're delighted to be continuing our partnership with Leeds Beckett University. This project supports an important part of Ardent's growth strategy, helping us explore new ways to improve efficiency and build greater scalability into our operations. "Knowledge Transfer Partnerships provide a unique opportunity to combine academic expertise with real-world business challenges. We're excited to work with the Leeds Beckett team to embed new knowledge and capabilities within Ardent, strengthening our business for the future and supporting continued innovation across the manufacturing sector." An experienced graduate will be recruited to manage the project as a KTP Associate. The role, Business Systems Lead, will be a full-time member of the Ardent team, with full support of the LBU academics. For more information and to apply for the role, please visit the LBU Jobswebsite. The closing date for applications is Wednesday 23 September 2026. The full LBU KTP team consists of: Dr Alfred Chinta, Course Director in Leeds Business School; Dr Adekunle Oke, Senior Lecturer in Operations and Supply Chain Management, Leeds Business School; Dr Farrukh Saleem, Senior Lecturer in AI and Data Science in the School of Built Environment, Engineering and Computing.
Carried out ahead of this year's A-Level Results Day, the national research conducted with 500 senior employers by Opinion Matters and Leeds Beckett University found that 77% believe recruiting university graduates will be essential as part of their future workforce strategy. The findings also highlight the long-term value employers place on graduates. Nearly nine in ten (87%) said graduates are helping their organisations tackle skills shortages, while seven in ten (71%) believe graduates deliver greater value in the workplace than non-graduates entering similar roles. Beyond technical knowledge, employers say graduates are valued for the versatile skills they bring into the workplace. Almost half (47%) identified problem-solving as the most valuable skill graduates offer, while nearly a third (29%) said transferable skills such as communication, teamwork and adaptability are what they value most. More than a third (38%) also said graduates' ability to learn quickly gives them an advantage over other applicants, while the same proportion highlighted digital skills as a key strength. While subject knowledge remains important, employers are increasingly looking beyond academic achievement alone. Nine in ten (90%) employers said a graduate's degree subject is important when recruiting for graduate-level roles, although fewer than one in five (18%) said it is extremely important. The research also found that 38% of employers value creativity as a graduate attribute, suggesting businesses are increasingly seeking candidates who can bring fresh thinking to a rapidly changing workplace. Practical experience also remains a key factor in graduate employability. More than nine in ten employers (93%) said work placements or industry experience completed during university are important or essential when recruiting graduates, reinforcing the value of degree programmes that combine academic learning with real-world experience. With A-Level Results Day just around the corner, the research offers insight into the decisions many students will soon be making. From considering university to exploring opportunities through Clearing, the findings paint a picture of a labour market that continues to place significant value on graduates, particularly those who can demonstrate the wider skills and practical experience employers increasingly demand. Commenting on the research, Professor Peter Slee, Vice-Chancellor at Leeds Beckett University, said: "As students prepare to receive their A-Level results and consider their next steps, it's important they understand what employers are looking for and the opportunities available to them. "Whether students secure their first-choice university, explore alternative options through Clearing, or are still weighing up different pathways, this research shows that employers continue to place significant value on graduates and the skills developed through higher education. "Businesses are telling us they need people who can solve problems, think critically, adapt to change and continue learning throughout their careers. These are exactly the kinds of capabilities that universities help students develop alongside subject knowledge and industry experience." One organisation seeing the benefits of graduate talent first-hand is Leeds Rhinos, where Leeds Beckett alumni form an important part of the workforce, bringing valuable skills and experience to roles across the club. Rob Oates, Managing Director at Leeds Rhinos, said: "Graduates play an important role across our organisation, bringing strong problem-solving skills, adaptability and a willingness to learn. In a fast-paced environment like professional sport, these qualities are invaluable, helping us address skills needs across the business. Our close relationship with Leeds Beckett University continues to provide us with talented individuals who make a real difference on and off the field."
The UKCGE Research Supervision Recognition Programme provides national, peer-reviewed accreditation that recognises the skills, experience, and reflective practice of supervisors across the UK and beyond. Two levels of recognition are available: the Recognised Associate Supervisor Award, designed for those in the early stages of their supervisory journey, and the Recognised Supervisor Award, which recognises experienced supervisors who have demonstrated sustained and effective practice. Five researchers have received the award during the latest application round this summer: Recognised Supervisor Award Professor Susan Backhouse, Carnegie School of Sport Dr Anup Chowdhury, Leeds Business School Dr Kavyta Kay Raghunandan, Carnegie School of Education Professor Sharon Vincent, School of Health Recognised Associate Supervisor Award Dr Oleg Illiashenko, School of Built Environment, Engineering and Computing Dr Anup Chowdhury, Senior Lecturer in Finance and Research Lead for the Accounting and Finance Subject Group, said: "Applying for the UKCGE Research Supervision Recognition was a transformative experience that allowed me to step back and critically examine my supervisory practice. Like many in academia, I often found myself racing from one milestone to the next, but this application process compelled me to thoughtfully consider how my approach to supervision has matured through my work with doctoral researchers, collaborations with co-supervisors, and the invaluable lessons learned from each unique research journey. The reflective writing process, alongside invaluable feedback from colleagues and former doctoral students, illuminated both the strengths and the areas for growth in my supervisory practice. It reaffirmed my conviction that effective supervision transcends mere thesis completion; it entails cultivating an inclusive and supportive environment that empowers doctoral researchers to evolve into confident, independent scholars. I wholeheartedly encourage my colleagues, at any stage of their careers, to pursue this recognition. The journey itself serves as a profound form of professional development, prompting deep reflection on our practices and their far-reaching impacts within our research communities. While receiving this recognition was a moment of pride, the true reward lies in the opportunity to continually enhance the doctoral experience for our students, a mission that remains invaluable in the evolving landscape of academic mentorship." Dr Oleg Illiashenko, Senior Lecturer in Cyber Security and Digital Forensics, said: Receiving the UKCGE Recognised Associate Supervisor Award is an important recognition of my commitment to thoughtful, rigorous and student-centred research supervision. My career combines academia, industrial Research and Development, project leadership and standardisation in cyber security and safety-critical systems. I bring these perspectives to supervision by connecting scholarly rigour with real-world challenges and practical impact. The award reinforces my responsibility to helping research students become confident, independent researchers. It also reflects Leeds Beckett Universitys wider commitment to high-quality supervision, a strong research culture and research with practical relevance. Dr Sharon Vincent, Professor of Social Work, added: I would encourage new and experienced doctoral supervisors to engage with this process as it is important for all supervisors to reflect upon and strive to improve their supervisory practice. The UKCGE Good Supervisory Practice Framework is such a helpful tool. Thinking about the different domains allowed me to critically reflect on the various actions I have taken to recruit and support doctoral candidates. Reading the supporting literature around effective supervision was particularly beneficial. I was able to identify so many new ideas which I plan to take forward. Further details about the scheme, award criteria and information on future application rounds can be found on the UKCGE Research Supervision Recognition Programme website. Leeds Beckett University has supported applications through a centrally funded scheme during 2025/26. We are currently awaiting confirmation of arrangements for 2026/27 and hope to provide an update in early September. In the meantime, colleagues interested in applying or with any questions are welcome to contact researcherdevelopment@leedsbeckett.ac.uk
Delivered throughout the 2025/26 academic year, the programme included online writing mornings, one-day retreats in different formats and a four-day residential retreat for those in the final stages of thesis writing. Developed in response to feedback from the Postgraduate Research Experience Survey (PRES) and wider engagement with the PGR community, the programme was supported through the university's Enhancing Research Culture Fund. It offered structured opportunities for researchers at different stages of their journey to step away from competing demands and focus on their writing. Across the year, retreats were facilitated by Professor Louise Warwick-Booth, Dr Steven Gerrard and Dr Madeleine Castro, each bringing their own experience and approach to creating supportive, productive writing environments. Participants used the retreats to make progress on thesis chapters, articles, conference papers and other writing projects. However, the value of the programme extended beyond dedicated writing time. For many PGRs, one of the most valuable aspects was the opportunity to work alongside researchers from different disciplines, schools and areas of study. The retreats created space for participants to share experiences, discuss challenges, exchange ideas and build relationships across the university. Reflecting on the experience, one participant said: "Being in a setting where everyone had similar goals, even though our areas of research were different, was refreshing and a great opportunity to exchange ideas." The programme concluded with a four-day residential writing retreat, bringing together ten doctoral researchers nearing completion. The retreat gave participants the opportunity to step away from everyday responsibilities and focus entirely on their writing, while benefiting from the encouragement and support of peers at a similar stage in their research journey. Reflecting on the residential retreat, Dr Steven Gerrard said: "This was our second residential writing retreat as part of the programme, and it was a tremendous one. The students were really into cracking on with their work, and all were clearly enthused by their chance to be not just working on their theses, but also to feel part of a community. I am in genuine awe of these students, and they are all so near to completing their studies and then the viva examination to follow. I hope to celebrate them all becoming doctors soon." The retreats form part of Leeds Beckett's wider work to support postgraduate researchers and strengthen the research environment across the university. They recognise that doctoral research can often feel like a solitary endeavour, but progress is often helped by connection, conversation and a sense of belonging. Feedback from this years programme highlighted the value of giving PGRs room to think, share ideas, build confidence and feel part of a wider research community.
Playing at altitude in Mexico City's Azteca Stadium against a side that had lost just two of their previous 89 competitive internationals, England's task became even more difficult when Jarell Quansah was sent off. Yet rather than allowing the circumstances to overwhelm them, England responded with discipline, composure and belief. Dr Gareth Jowett, senior lecturer in Carnegie School of Sport, explains the psychology behind this: "The performance highlighted key principles of elite performance psychology. Instead of dwelling on factors they could not control, such as the altitude, hostile crowd or numerical disadvantage, England focused on their organisation, work rate and decision-making. By accepting the challenge rather than viewing it as a threat, they found solutions under intense pressure. "Jude Bellingham epitomised that mentality. After previous disappointment over his role under Thomas Tuchel, the midfielder responded with two goals and an outstanding all-round display, demonstrating the psychological flexibility to put setbacks behind him and focus entirely on the task at hand." While one victory guarantees nothing in tournament football, England's triumph over Mexico has provided the squad with something invaluable: proof that they can overcome adversity on one of the biggest stages. That belief could become one of their greatest strengths as the World Cup progresses.
Researchers from universities, including Dr Daniel Snape from Leeds Beckett University, have analysed the weather and altitude conditions for every group-stage match. Key findings include: Around one-third of matches could be played in very hot conditions France, Uruguay and Czechia are expected to face the toughest combination of heat and altitude England avoids the most challenging conditions, although temperatures are still expected to rise during the tournament Scotland could experience one of the biggest increases in temperatures between matches Heat and altitude conditions can affect sprinting and physical performances, recovery between matches, decision-making and concentration, and the overall match intensity. Dr Daniel Snape is a Research Fellow in Sport and Exercise Physiology in Leeds Becketts Carnegie School of Sport. He says more should be done to help teams prepare: "Our research shows that environmental factors such as heat and altitude should be considered a fundamental part of tournament preparation, alongside technical, tactical and physical readiness. As major competitions are increasingly staged in challenging climates, teams that plan effectively for these conditions may gain a significant advantage. "The impact extends beyond the players on the pitch. Match officials are also affected, with high temperatures known to influence concentration and decision-making. Ensuring everyone involved is properly prepared will be an important consideration for future tournaments." England will avoid the severe combination of heat and altitude that some other nations will face with Turkey, Australia and New Zealand also faring better. Columbia faces the biggest increase in temperatures across its group games, Mexico will play at the highest altitude, and Group E is expected to be the hottest group. The research was led by Dr Daniel Snape at Leeds Beckett and Dr Chris Tyler at Roehampton University, in collaboration with the University of Chichester and the University of the Sunshine Coast, Australia. Hardest vs Easiest Group-Stage Conditions Hardest: Uruguay Highest combined heat and altitude burden. Hottest median WBGT (27C) and final fixture at altitude in Guadalajara. France Faces the highest projected maximum temperatures (27.7C). Top two ranking for expected thermal stress Czechia The only nation required to play a fixture at altitude either side of sea-level. Little existing altitude adaptation among the squad. Colombia Largest total increase (12C) between fixtures. Uzbekistan Largest increase between single fixtures (+8C). Also faces games at altitude. Easiest: Trkiye Trkiye has the least thermally stressful draw, with the lowest projected median and maximum WBGT. Australia Bottom ten ranks for all temperature variables and elevation. New Zealand Bottom ten ranks for all temperature variables and for elevation. Jordan The greatest within-group advantage, playing their group fixtures at lower expected median and maximum temperatures than other nations in the group. Paraguay Bottom ten for temperature and altitude exposure, so has the most favourable draws from a combined environmental stress perspective.
Although being a fan can help people build friendships, feel part of a community, improve wellbeing and develop a sense of identity, very little research has looked at potential benefits for people with a learning disability. The team will review all existing studies on the topic to find out: What is already known about fandom and learning disability How fandom might improve wellbeing, social connections and quality of life Where there are gaps in the research What future studies should focus on Dr Kris Southby, Assistant Director for the Centre for Health Promotion Research at Leeds Beckett University, said: The project aims to help organisations and service providers better support leisure and social opportunities for people with a learning disability, who often face barriers to taking part in activities and can experience social isolation. Funded by the Bailey Thomas Charitable Fund, the 12-week project is a collaboration between Leeds Beckett University, the University Campus of Football Business and the University of Cologne. The findings will be shared with researchers, service providers, people with a learning disability and their families, and will help shape future research and support services.