Question: How often do you usually have breakfast (more than a glass of milk or fruit juice) on weekdays? Response options: I never have breakfast during the week, One day, Two days, Three days, Four days, Five days. The charts below present the percentage of students who reported eating breakfast every weekday.

Question: How many times a week do you usually eat or drink…? a) Fruits, b) Vegetables. Response options: Never, Less than once a week, Once a week, 2-4 days a week, 5-6 days a week, Once a day - every day, Every day - more than once. The charts below present the percentage of students who reported eating fruits or vegetables at least once a day.

Question: How many times a week do you usually eat or drink…? f) Tap or bottled water (do not include flavoured water or squash). Response options: Never, Less than once a week, Once a week, 2-4 days a week, 5-6 days a week, Once a day - every day, Every day - more than once. The charts below present the percentage of students who reported drinking water at least once a day.

Question: How many times a week do you usually eat or drink…? e) Energy drinks (such as Red Bull, Monster, Rockstar). Response options: Never, Less than once a week, Once a week, 2-4 days a week, 5-6 days a week, Once a day - every day, Every day - more than once. The charts below present the percentage of students who reported drinking energy drinks at least once a day.

Question: How many times a week do you usually eat or drink…? d) Coke or other soft drinks that contain sugar. Response options: Never, Less than once a week, Once a week, 2-4 days a week, 5-6 days a week, Once a day - every day, Every day - more than once. The charts below present the percentage of students who reported drinking sugary drinks at least once a day.

Question: On a typical day, is the main part of your journey TO school made by…. ? Response options: Walking; Bicycle; Bus, train, tram, underground or boat; Car, motorcycle or moped; Other means. The charts below present the percentage of students who reported either walking or cycling to school.

Question: [Outside school hours] How often do you usually exercise in your free time so much that you get out of breath or sweat? Response option: Every day, 4 to 6 times a week, 3 times a week, 2 times a week, Once a week, Once a month, Less than once a month, Never. The charts below present the percentage of students who reported exercising outside of school at least four times a week.

Question: [Outside school hours] How many hours a day on weekdays do you usually spend time sitting in your free time (for example, watching TV, using a computer or mobile phone, travelling in a car or by bus, sitting and talking, eating, studying)? Please be aware that if activities take place at the same time, these only count once. Response options: None at all, About half an hour a day, About 1 hour a day, About 2 hours a day, About 3 hours a day, About 4 hours a day, About 5 hours a day, About 6 hours a day, About 7 or more hours a day. The charts below present the percentage of students who reported sitting at least seven hours a day in their free time outside of school.

Question: When do you usually go to bed if you have to go to school the next morning? Response options: No later than 9pm, 9.30pm, 10pm, 10.30pm, 11pm, 11.30pm, Midnight, 12.30am, 1am, 1.30am, 2am or later. The charts below present the percentage of students who reported usually going to bed at 11.30pm or later when they have school the next day.

Question: What is the latest time you usually look at an electronic screen (TV computer, tablet or phone) before you go to sleep on a school night? Response options: No later than 9pm, 9.30pm, 10pm, 10.30pm, 11pm, 11.30pm, Midnight, 12.30am, 1am, 1.30am, 2am or later. The charts below present the percentage of students who reported looking at an electronic screen at 11.30pm or later when they have school the next day.

Question: Here is a picture of a ladder. The top of the ladder ‘10’ is the best possible life for you and the bottom ‘0’ is the worst possible life for you. In general, where on the ladder do you feel you stand at the moment? Please select the option next to the number that best describes where you stand. The charts below present the percentage of students who rated their current life satisfaction as 6 or more out of 10.

SDQ is a screening instrument for measuring psychological problems and strengths. It is comprised of 25 items that can be divided into five distinct scales: i) emotional symptoms, ii) conduct problems, iii) hyperactivity/inattention, iv) peer relationship problems, and v) prosocial behaviour. Items in each scale ask about experiences over the last 6 months, with response options ‘not true’, ‘somewhat true’ and ‘certainly true’. Item responses are assigned a numerical score and both an overall and scale-specific score are derived based on the summation of individual item scores. A higher overall SDQ score indicates poorer mental health. For ease of interpretation, scores are commonly categorised into four classes: ‘close to average’, ‘slightly raised’, ‘high’, and ‘very high’. Cut-points are based on a large UK community sample and selected so that these classes are populated by 80%, 10%, 5% and 5% of the population, respectively. The prosocial scale, which is not included in the overall SDQ score, is categorised as follows: ‘close to average’ (80%), ‘slightly lowered’ (10%), ‘low’ (10%), and ‘very low’ (5%). Further information about the questionnaire and its content can be viewed on the SDQ website: https://www.sdqinfo.org/. The charts below present the percentage of students who scored 'high' or 'very high' on the emotional symptoms subscale. Please note that students were only asked to complete the SDQ in 2019 and 2021.

SDQ is a screening instrument for measuring psychological problems and strengths. It is comprised of 25 items that can be divided into five distinct scales: i) emotional symptoms, ii) conduct problems, iii) hyperactivity/inattention, iv) peer relationship problems, and v) prosocial behaviour. Items in each scale ask about experiences over the last 6 months, with response options ‘not true’, ‘somewhat true’ and ‘certainly true’. Item responses are assigned a numerical score and both an overall and scale-specific score are derived based on the summation of individual item scores. A higher overall SDQ score indicates poorer mental health. For ease of interpretation, scores are commonly categorised into four classes: ‘close to average’, ‘slightly raised’, ‘high’, and ‘very high’. Cut-points are based on a large UK community sample and selected so that these classes are populated by 80%, 10%, 5% and 5% of the population, respectively. The prosocial scale, which is not included in the overall SDQ score, is categorised as follows: ‘close to average’ (80%), ‘slightly lowered’ (10%), ‘low’ (10%), and ‘very low’ (5%). Further information about the questionnaire and its content can be viewed on the SDQ website: https://www.sdqinfo.org/. The charts below present the percentage of students who scored 'high' or 'very high' on the conduct problems subscale. Please note that students were only asked to complete the SDQ in 2019 and 2021.

SDQ is a screening instrument for measuring psychological problems and strengths. It is comprised of 25 items that can be divided into five distinct scales: i) emotional symptoms, ii) conduct problems, iii) hyperactivity/inattention, iv) peer relationship problems, and v) prosocial behaviour. Items in each scale ask about experiences over the last 6 months, with response options ‘not true’, ‘somewhat true’ and ‘certainly true’. Item responses are assigned a numerical score and both an overall and scale-specific score are derived based on the summation of individual item scores. A higher overall SDQ score indicates poorer mental health. For ease of interpretation, scores are commonly categorised into four classes: ‘close to average’, ‘slightly raised’, ‘high’, and ‘very high’. Cut-points are based on a large UK community sample and selected so that these classes are populated by 80%, 10%, 5% and 5% of the population, respectively. The prosocial scale, which is not included in the overall SDQ score, is categorised as follows: ‘close to average’ (80%), ‘slightly lowered’ (10%), ‘low’ (10%), and ‘very low’ (5%). Further information about the questionnaire and its content can be viewed on the SDQ website: https://www.sdqinfo.org/. The charts below present the percentage of students who scored 'high' or 'very high' on the hyperactivity/inattention subscale. Please note that students were only asked to complete the SDQ in 2019 and 2021.

SDQ is a screening instrument for measuring psychological problems and strengths. It is comprised of 25 items that can be divided into five distinct scales: i) emotional symptoms, ii) conduct problems, iii) hyperactivity/inattention, iv) peer relationship problems, and v) prosocial behaviour. Items in each scale ask about experiences over the last 6 months, with response options ‘not true’, ‘somewhat true’ and ‘certainly true’. Item responses are assigned a numerical score and both an overall and scale-specific score are derived based on the summation of individual item scores. A higher overall SDQ score indicates poorer mental health. For ease of interpretation, scores are commonly categorised into four classes: ‘close to average’, ‘slightly raised’, ‘high’, and ‘very high’. Cut-points are based on a large UK community sample and selected so that these classes are populated by 80%, 10%, 5% and 5% of the population, respectively. The prosocial scale, which is not included in the overall SDQ score, is categorised as follows: ‘close to average’ (80%), ‘slightly lowered’ (10%), ‘low’ (10%), and ‘very low’ (5%). Further information about the questionnaire and its content can be viewed on the SDQ website: https://www.sdqinfo.org/. The charts below present the percentage of students who scored 'high' or 'very high' on the peer relationship problems subscale. Please note that students were only asked to complete the SDQ in 2019 and 2021.

SDQ is a screening instrument for measuring psychological problems and strengths. It is comprised of 25 items that can be divided into five distinct scales: i) emotional symptoms, ii) conduct problems, iii) hyperactivity/inattention, iv) peer relationship problems, and v) prosocial behaviour. Items in each scale ask about experiences over the last 6 months, with response options ‘not true’, ‘somewhat true’ and ‘certainly true’. Item responses are assigned a numerical score and both an overall and scale-specific score are derived based on the summation of individual item scores. A higher overall SDQ score indicates poorer mental health. For ease of interpretation, scores are commonly categorised into four classes: ‘close to average’, ‘slightly raised’, ‘high’, and ‘very high’. Cut-points are based on a large UK community sample and selected so that these classes are populated by 80%, 10%, 5% and 5% of the population, respectively. The prosocial scale, which is not included in the overall SDQ score, is categorised as follows: ‘close to average’ (80%), ‘slightly lowered’ (10%), ‘low’ (10%), and ‘very low’ (5%). Further information about the questionnaire and its content can be viewed on the SDQ website: https://www.sdqinfo.org/. The charts below present the percentage of students who scored 'low' or 'very low' on the prosocial behaviour subscale. Please note that students were only asked to complete the SDQ in 2019 and 2021.

Question: In the past couple of months, how often have you been cyberbullied (e.g. someone sent mean instant messages, email or text messages about you, wall postings, created a website making fun of you, posted unflattering or inappropriate pictures of you online without permission and or shared them with others)? Response options: I have not been cyberbullied in the past couple of months, It has happened once or twice, 2 or 3 times a month, About once a week, Several times a week. The charts below present the percentage of students who reported having ever been cyberbullied in the past couple of months.

Question: In the past couple of months, how often have you taken part in cyberbullying (e.g. sent mean instant messages, email or text messages, wall postings, created a website making fun of someone, posted unflattering or inappropriate pictures online without permission or shared them with others)? Response options: I have not cyberbullied another person in the past couple of months, It has happened once or twice, 2 or 3 times a month, About once a week, Several times a week. The charts below present the percentage of students who reported having ever cyberbullied others in the past couple of months.

Question: How often do you smoke tobacco at present? Response options: Every day; At least once a week, but not every day; Less than once a week; I do not smoke. The charts below present the percentage of students who reported smoking tobacco at least weekly.

Definition: An electronic cigarette is any device that a person uses to breath in a vapour. This is sometimes called ‘vaping’. The vapour often contains nicotine or is flavoured. Electronic cigarettes can be called e-cigarettes, e-cigs, e-pens, e-fags, vapes, e-shisha or hookah pens. They may look like a conventional cigarette with a glowing tip or they may look like a pen or a small bottle (a ‘tank’). Question: Have you ever tried electronic cigarettes (sometimes called an ‘e-cigarette’)? Response options: I have never tried e-cigarettes, I have tried e-cigarettes once, I have tried e-cigarettes more than once. The charts below present the percentage of students who reported having ever tried an e-cigarette.

Question: On days when you drink alcohol, how many drinks (e.g. cans of cider, cups of wine) do you usually have? Response options: I never drink alcohol, Less than 1 drink, 1 drink, 2 drinks, 3 drinks, 4 drinks, 5 or more drinks. The charts below present the percentage of students who reported that they drink alcohol.

Question: Have you been offered cannabis (Weed, marijuana, dope, pot, hash, grass, bud, skunk, spliff/joints) in the last 12 months? Response options: Yes, No. The charts below present the percentage of students who reported having been offered cannabis in the last 12 months.

Question: This question is asking about the drug Cannabis. Please answer the question honestly: nobody you know will see your answers. Have you ever taken Cannabis (Weed, Marijuana, Dope, Pot, Hash, Grass, Bud, Skunk, Spliff/ Joints)? b) In the last 30 days. Response options: Never, 1 – 2 days, 3 – 5 days, 6 – 9 days, 10 – 19 days, 20 – 29 days, 30 days or more. The charts below present the percentage of students who reported having used cannabis in the last 30 days.

Question: When was the last time you ever tried, used or took any of the following? a) Inhaling laughing gas (nitrous oxide, nos, whippits; DO NOT include breathing in helium from party balloons or nitrous oxide from your doctor or dentist); b) Mephedrone (M-Cat, Meow, Bubble, Charge, Drone, 4MMC); c) New psychoactive substances (previously called ‘Legal highs’, such as pep stoned, BZP, black mamba spice). Response options: In the last month, In the last 12 months, More than 12 months ago, Never. The charts below present the percentage of students who reported having ever tried inhaling laughing gas or taking mephedrone or 'legal highs'.

Question: Have you ever had sexual intercourse (sometimes this is called "making love," "having sex", or "going all the way”)? Response options: Yes, No. The charts below present the percentage of students who reported having had sexual intercourse.

Question: Have you ever sent someone a sexually explicit image of yourself? Response options: Never, Once, More than once. The charts below present the percentage of students who reported having sent a sexually explicit image of themselves.

Question: Here are some statements about your teachers. Please show how much you agree or disagree with each one. b) I feel that my teachers care about me as a person. Response options: Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree. The charts below present the percentage of students who agreed or strongly agreed that their teachers care about them as a person.

Question: Here are some statements about the pupils in your school. Please show how much you agree or disagree with each one. c) At our school, pupils’ ideas are treated seriously. Response options: Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree. The charts below present the percentage of students who agreed or strongly agreed that pupils' ideas are treated seriously at their school.

Question: How pressured do you feel by the schoolwork you have to do? Response options: Not at all, A little, Some, A lot. The charts below present the percentage of students who reported feeling 'some' or 'a lot' of pressure around their schoolwork.

Question: How much do you agree or disagree that there is support at your school for pupils who feel unhappy, worried or unable to cope? Response options: Strongly agree, Agree, Neither agree nor disagree, Disagree, Strongly disagree. The charts below present the percentage of students who agreed or strongly agreed that there is support at their school for pupils who feel unhappy, worried or unable to cope.

Definition: We say a person is BEING BULLIED when another person or a group of people repeatedly say or do unwanted nasty and unpleasant things to him or her. It is also bullying when a person is teased in a way he or she does not like or when he or she is left out of things on purpose. The person that bullies has more power than the person being bullied and wants to cause harm to him or her. It is NOT BULLYING when two people of about the same strength or power argue or fight. Question: How often have you been bullied at school in the past couple of months? Response options: I have not been bullied at school in the past couple of months, It has happened once or twice, 2 or 3 times a month, About once a week, Several times a week. The charts below present the percentage of students who reported having ever been bullied at school in the past couple of months.

Definition: We say a person is BEING BULLIED when another person or a group of people repeatedly say or do unwanted nasty and unpleasant things to him or her. It is also bullying when a person is teased in a way he or she does not like or when he or she is left out of things on purpose. The person that bullies has more power than the person being bullied and wants to cause harm to him or her. It is NOT BULLYING when two people of about the same strength or power argue or fight. Question: How often have you taken part in bullying another person(s) at school in the past couple of months? Response options: I have not bullied another person(s) at school in the past couple of months, It has happened once or twice, 2 or 3 times a month, About once a week, Several times a week. The charts below present the percentage of students who reported having ever bullied others at school in the past couple of months.