Chris Bonell

Professor

UCL Institute of Education

United Kingdom

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About

Chris Bonell is a Professor at the UCL Institute of Education in the UK. His research areas include relationships and sex education, school-based mental health interventions, and the impact of parental domestic violence on child mental health. He has recently published articles on the challenges of implementing COVID-19 preventive measures in English schools and exploring social norms related to gender and relationship violence among secondary school students.

Articles (18)

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2025

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2022

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2022

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2022

Collaborators (16)

Clare Tanton

Assistant Professor

London School of Hygiene & Tropical Medicine

UNITED KINGDOM

Chris Bonell

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Articles (18)

Headteacher challenges and opportunities of implementing COVID-19 preventive measures in schools in England from 2022 onwards

Social norms relating to gender and dating and relationship violence in English secondary schools: Exploring student, staff and parent/carer accounts

Conceptualizing Sexual Wellbeing: A Qualitative Investigation to Inform Development of a Measure (Natsal-SW)

Parental domestic violence and abuse, mental ill-health, and substance misuse and the impact on child mental health: a secondary data analysis using the UK Millennium Cohort Study

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review

Public engagement to refine a whole-school intervention to promote adolescent mental health

Exploring how to widen the acceptability of public health interventions: a systematic review protocol

Initial Impacts of COVID-19 on Sex Life and Relationship Quality in Steady Relationships in Britain: Findings from a Large, Quasi-representative Survey (Natsal-COVID)

Approaches to consent in public health research in secondary schools

Re‐orientating systematic reviews to rigorously examine what works, for whom and how: Example of a realist systematic review of school‐based prevention of dating and gender violence

Qualitative longitudinal research on the experience of implementing Covid-19 prevention in English schools

Testing and refining middle-range theory in evaluations of public-health interventions: evidence from recent systematic reviews and trials

Access to and quality of sexual and reproductive health services in Britain during the early stages of the COVID-19 pandemic: a qualitative interview study of patient experiences

eHealth Interventions to Address HIV and Other Sexually Transmitted Infections, Sexual Risk Behavior, Substance Use, and Mental Ill-health in Men Who Have Sex With Men: Systematic Review and Meta-analysis

Whole-school interventions promoting student commitment to school to prevent substance use and violence: Synthesis of theories of change

Research priorities for mental health in schools in the wake of COVID-19

Methodological reflections on using qualitative research to explore the causal mechanisms of complex health interventions

Collaborators (16)

Clare Tanton

Soazig Clifton

Ruth Lewis

K.R. Mitchell

Catherine Mercer

Andrew Copas

Jo Gibbs

Vashti Berry

Russell Viner

Neisha Sundaram

Peter Weatherburn

Pam Sonnenberg

Michal Shimonovich

Nigel Field

Tamsin Jane Ford

Karen Maxwell

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