A new report published by the University of Leeds in partnership with Child Friendly Leeds displays how work done through the last five years from across the University supports the 12 wishes.

The 12 Wishes Report presents an overview of five years of research (2020–2025) conducted at the University of Leeds. The research aligns with the Child Friendly Leeds 12 Wishes framework, alongside broader work examining the lives and wellbeing of children and young people. Established in 2012, the year of Queen Elizabeth II’s visit which marked the launch of the Child Friendly Leeds initiative, the 12 Wishes represent the voices and priorities of 80,000 children and young people across Leeds.

Wish 1 - Children and young people know where to turn to get support for their mental health and wellbeing if they need it.

Wish 2 - Children and young people have safe spaces where they can play, hang out and have fun.

Wish 3 - Children and young people are able to express their views, feel heard and are involved in decisions that affect their lives.

Wish 4 - Differences are celebrated in Leeds so children and young people feel accepted for who they are. They do not experience bullying and discrimination.

Wish 5 - Everyone takes more action to protect the environment from climate change.

Wish 6 - Children and young people can travel around the city safely and easily.

Wish 7 - Children and young people know about different things to do and places to go across the city. They enjoy different cultural experiences including art, music, sport, and film.

Wish 8 - Leeds is a city that reduces the impact of poverty and helps families who need it.

Wish 9 - Children and young people have the support and information needed to make healthy choices. They have opportunities for regular physical activity

Wish 10 - Children and young people are in learning settings that meet their needs.

Wish 11 - Young people have access to a wide range of work experience, employment and volunteering opportunities.

Wish 12 - Leeds is an inclusive city for children and young people with special educational needs and disabilities.

 

Alongside fantastic research from across the university, a significant amount of research from within the School of Education has been highlighted in this report

Community Circus to support children’s wellbeing (2024)

In 2024 Dr Lou Harvey and Dr Kimberly Petersen from the School of Education collaborated with Hannah Wainwright, Dr David Turgoose, Professor Alice O’Grady, Professor Paul Cooke, and Professor Siobhan Hugh-Jones to investigate the impact that trauma-informed community circus activities can have in supporting children’s wellbeing. Working alongside Circus Leeds and a local primary school, this effect was measured through feedback which was gathered from both teachers and learners.

Connecting and Comprehending Through Play (2023)

Dr Paula Clarke’s and Dr Peter Hart’s 2023 project ‘Connecting and comprehending through play’ worked alongside a UK secondary school to explore the ways in which board games can help 11-12-year-olds to improve reading comprehension by encouraging discussion and meaning-making. Families were also afforded these games so that children were able to continue this practice at home.

The Compass Project (2021)

The Compass Project (2021) from Dr Delyth Edwards investigated how Children in Care Councils (CiCCs) support young people to engage in decisions which affect their lives. This project looked at what works, what felt challenging, and what young people want to change.

Time Together: Family Time experiences of care-experienced children and young people during the Covid-19 pandemic: a rapid scoping review (2021)

Dr Delyth Edwards has also been recognised for her 2021 project ‘Time Together: Family Time experiences of care-experienced children and young people during the Covid-19 pandemic: a rapid scoping review’ which examined how Covid-19 disrupted supervised contact for care-experienced children and young people. This report highlighted key gaps in understanding and has helped to shape questions for future related research to better capture children’s experiences and needs.

Young People and Active Travel (2024)

Dr Peter Hart worked together with Dr Kate Cameron, Morgan Campbell, Laura Cunliffe, and William Greenwood on the 2024 project ‘Young People and Active Travel’, creating a toolkit designed for organisations to help them take note and understand how young people travel around their communities. The project provides clear, practical, activities which can help young people to share their experiences of what make travelling easy or difficult so that adults can implement appropriate changes to support safer, more active, travel.

Youth Voice and Participatory Arts in Global Development (2025)

The 2025 project and book ‘Youth Voice and Participatory Arts in Global Development’ from Dr Paul Cooke, Dr Lou Harvey, Dr Katie Hodgkinson, and Inés Soria-Donlan explores how creative arts is used by young people globally to share their experiences and to influence decisions which affect their lives. The project examines how creative methods build confidence, how adults can support meaningful youth voice, and what helps young people to engage with this.

ICKLE – Impact of Covid on Key Learning and Education (2022)

ICKLE, a 2022 project from Dr Paula Clarke, Dr Peter Hart, Dr Matt Homer, Professor Catherine Davies,  Dr Rachel Mathieson, and Dr Hannah Nash, investigated the effect of Covid-19 school closures on young children’s learning. The project looked at how home learning, school support, and children’s backgrounds shaped progress for around 450 reception and year 1 pupils from 10 Leeds primary schools.

English as an additional language in the mainstream classroom (2024)

‘English as an additional language in the mainstream classroom’ is a 2024 project by Professor Louise Tracey and Dr Erin Dysart which tested training as a method to help mainstream teachers support pupils who speak English as an additional language (EAL). Teachers were introduced to simple classroom strategies designed to help build vocabulary, improve talk, and make reading and writing tasks easier.

The School library services research report (2024)

The School library services research report (2024) from Dr Paula Clarke, Dr Parinita Shetty, and Dr Lucy Taylor mapped School Library Services (SLS) across England in order to create a clear understanding of where they operate, how they are funded, and what they offer to schools. The study found that SLS provide vital books, expertise and support, but many face serious risks due to low funding and staff shortages.

The early years education and childcare system in West Yorkshire (2025)

The early years education and childcare system in West Yorkshire (2025) by Dr Tom Haines-Doran, Karen Arzate Quintanilla, Dr Lilith Brouwers, Dr Jo Burgess, Dr Aimee Code, Dr Amy Creaser, Dr Erin Dysart, Dr Jack Simpson, and Dr Claire Smithson, worked with early years staff, leaders, and researchers to explore what helps young children to learn, play, and thrive. Through online sessions, participants were welcomed to share ideas and discuss evidence and challenges they have found around behaviour, communication and development.

Projects in process have also been recognised by the 12 Wishes Report

‘Communication friendly home-based settings’ is a project in process from Professor Louise Tracey and Dr Erin Dysart which is testing new ways in which childminders can create home environments which better support young children’s language and communication through identifying which tools work best

‘Concept Cat’ from Dr Erin Dysart and Professor Louise Tracey is testing whether short, playful sessions delivered by early years staff can help young children learn key concepts and vocabulary.

‘Efficacy Trial of Peer-to-Peer Coaching’ from Dr Erin Dysart, Professor Louise Tracey is testing whether one-to-one coaching from Year 10 pupils who have a high maths attainment can support the maths attainment of disadvantaged year 7 pupils with prior low attainment.

The ‘Efficacy trial of Writing Roots’ from Professor Louise Tracey, Dr Erin Dysart and Dr Paula Clarke is investigating a structured programme to help Key Stage 2 pupils build ideas, plan writing and practise key techniques, exploring whether it improves writing skills across various schools

Interested in working on research like this? Check out our postgraduate research opportunities here.