How effective are arts assets and interventions in improving mental health and reducing health inequalities in adolescents and young people?

There are currently wide and growing inequalities in health across the United Kingdom, particularly in mental health. Many people believe that these inequities can be attributable to modifiable social, or 'wider', determinants of health and that physical and mental health are interrelated1. It is also increasingly recognised that childhood and adolescence are important life stages for shaping future trajectories in health.

As a result, there is much policy interest at national and local levels in the potential for participatory creative arts-based programmes and interventions as novel ways to improve health and wellbeing, prevent future mental health issues, and reduce health inequalities. For example, there is a localised Greater Manchester Creative Health Strategy2, as well as a national government 'creative health' initiative3.

There is evidence of socioeconomic inequalities in access to arts4, and therefore universal provision in schools may reduce these inequalities by removing barriers and result in a greater impact on wellbeing. There have been calls for more research on participatory arts with larger, more representative samples that can take into account demographic and socioeconomic differences in participation5.

This PhD will seek to answer four key inter-related research questions on the role that creative arts-based assets and interventions can have on young people's health and wellbeing: 1. What is the association between engaging with participatory arts and wellbeing in adolescents?

2. What is the extent and what are the socio-economic drivers of inequalities in access and use of participatory arts assets? 3. Can in-school creative assets and interventions reduce mental health difficulties and inequalities? 4. What are the potential long-term costs and benefits of introducing creative arts-based interventions in schools?

The student will apply a range of advanced statistical and econometric techniques to large survey data sources, including the #BeeWell study in Greater Manchester, and the UK Household Longitudinal Survey. They will also apply microsimulation methods to study future life-course impacts.

The student will work closely with local policy makers, such as the Greater Manchester Combined Authority Music Commission. Additionally, the PhD will be informed by engagement with key stakeholders, such as providers, and people with lived experience, especially young people who may be recipients of these interventions.

The supervisory team is multi-disciplinary and cross-faculty, including experts in health economics, econometrics, social policy, inequalities, education psychology and mental health. The student will also develop expertise in panel data econometrics, programme evaluation, and simulation modelling. A wide range of formal and informal training opportunities will be made available at Manchester and elsewhere.