ILD | The Institute for Lifecourse Development

Our vision

The Institute for Lifecourse Development (ILD) seeks to reduce inequalities and promote lifelong good health and wellbeing, inclusive education, decent work, and peace and justice for all. We are committed to innovative, multidisciplinary research that supports the vulnerable in our society.

We aim to:

• Create new professional solutions that benefit communities and vulnerable populations across the Lifecourse.
• Influence global, national and local policy to provide better outcomes for those in vulnerable positions
• Create a vibrant, inclusive and nurturing research environment.
• Work with users of research to maximise the impact.
• Co-produce research and knowledge exchange with those impacted on in society by our work.
• Deliver high quality academic training and continuing professional development, supporting researchers and practitioners.
• Connect locally and globally, building long-term, multifaceted and multidisciplinary partnerships with business, NGOs, civil societies, community organisations, policymakers, funders and sponsors.

Our impact on the world

The ILD exists to develop effective and economically sustainable Lifecourse solutions, addressing many significant societal challenges, both in the UK and around the world. With Greenwich among the most deprived boroughs in the country, the local impacts of our interdisciplinary research include improvements to education and healthcare, as well as tackling the cost-of-living crisis. Meanwhile, at national level, we are connecting to decision-makers, directly shaping domestic and international policies to promote lifelong wellbeing. We are committed to doing good in the world through empowering the most vulnerable and marginalised groups and communities.

Our research directly contributes to the UN Sustainable Development Goals (SDGs). Key examples include:

• Investigations by the Centre for Chronic Illness and Ageing into issues as diverse as IBD, scoliosis, diabetic foot ulcers, dementia and dysphagia, which have informed recommendations for best care practices used by NICE, the UK’s National Institute for Health and Care Excellence, and supports Good Health and Well-being (SDG3).
• The work done by the Centre for Workforce Development examining and improving the use of VR simulators in training healthcare professionals and the police, which supports Quality Education (SDG4).
• Work with younger people on financial decision-making, led by the Centre for Thinking and Learning, which supports Decent Work and Economic Growth (SDG8).
• Award-winning collaborations between the Centre for Exercise, Activity and Rehabilitation and sports and health companies to develop and commercialize science-based nutrition products, and injury reduction and recovery protocols, which supports Industry, Innovation and Infrastructure (SDG9).
• Explorations by the Centre for Inequalities of prejudice faced by disabled people, refugees, and other marginalised groups in schools across Europe, and the subsequent implementation of theory-driven interventions, which supports Reduced Inequality (SDG10).
• Research at the Centre for Mental Health promoting mental health services across population centres contributes to Sustainable Cities and Communities (SDG11).
• Work led by the Centre for Vulnerable Children, Young People and Families on bullying and cyberbullying has impacted policy for vulnerable youth globally, and is cited by UN Children's Fund (UNICEF), supporting Peace and Justice Strong Institutions (SDG16).

Knowledge exchange

Researchers across the Institute for Lifecourse Development work closely together with external partners from public, charitable and voluntary organisations to co-create and share knowledge. Activities include:

• Developing and sharing methodological knowledge. Examples include papers and webinars run by Dr Oliver Robinson (Centre for Mental Health), in which he introduced to a worldwide audience his groundbreaking new approach to qualitative thematic analysis, and the annual Phenomenology Conference and Summer School, led by Professor Lesley Dibley (Centre for Chronic Illness and Ageing), highlighting the beneficial impact of phenomenological research on health and social care, and education.
• Working with partners to bring research, policy and practice together. This includes activities led by the Centre for Vulnerable Children, Young People and Families in support of the Anti-Bullying week, such as social media activity, webinars, a day for school children peer mentors, and roundtable discussions. A group has since formed which is committed to producing a policy paper to inform future interventions, strategy, and policy.
• Subject specific knowledge exchange. Examples include a summer school on regulatory strategy in the private rented sector led by Dr Jill Stewart (Centre for Inequalities), and a one-day workshop for World Diabetes Day run by Professor Omo Ojo (Centre for Chronic Illness and Ageing), covering the latest research and practice.
• Influencing the field, such as Professor Sharon Weldon’s work at the Centre for Workforce Development on transformative forms of simulation in healthcare, introducing the 7 simulation-based ‘I’s, which provides the theme and structure for the annual Association for Simulated Practice in Healthcare (ASPIH) conference.

Postgraduate research

All those undertaking postgraduate research at ILD enjoy the following benefits:

• automatic enrolment at one of our seven Research Centres, which will provide world-class research support and mentoring at every career stage.
• an opportunity to experience a unique research environment, be exposed to a broad methodological landscape and to work with world-renowned researchers and practitioners.
• involvement in research and knowledge exchange events,
• the chance to participate in competitions, writing retreats and conferences,
• the opportunity to make use of cuttin-edge equipment, and specialist training;
• Opportunities to present their work in a supportive environment in our Research Café.