How longitudinal research can help us understand society

Students from the 2024 Spring School reflect on how the research they interacted with gave them a better understanding of subjects they plan to study at university, and issues that affect modern society today.

What have you learnt about the value of longitudinal research? 

Throughout the CLS summer school program, I have learnt that longitudinal research plays a crucial role in influencing governmental decisions related to policies and regulations. The CLS spring school provided insights into the various ways in which longitudinal research can impact the policy-making process. For instance, policymakers can use academic research data to inform discussions on different legislation. During the parliament trip we heard from a senior policy advisor of Keir Starmer’s campaign who spoke about how if longitudinal research is presented in an understandable manner, it can be used to influence policy.

Another aspect that stood out to me was the ability of longitudinal studies to capture the personal experiences of individuals and the evolution of these experiences. The ability of longitudinal research to delve into such a variety of research such as education, health and wellbeing and social mobility is what makes it such an incredible form of research. In groups we also chose a research topic that we created an infographic on, we were able to develop a deeper understanding of longitudinal research and present evidence that supports the need for further research on what we believed to be the best policies. By shedding light on key issues explored through longitudinal research these matters can be pushed onto the agenda of parliament.

Written by Milana

What have I learned about cognition research?

Longitudinal research in cognition is incredibly valuable. It reveals how cognitive abilities develop and decline with age, providing insights into the factors that influence these changes. By following individuals over long periods, researchers can identify patterns in cognitive development, understand the impact of education, lifestyle, and health on cognitive functions, and track the progression of cognitive disorders like dementia. This comprehensive understanding helps in developing strategies to maintain cognitive health and create effective interventions for cognitive decline.

Written by Queeneth

How has the spring course influenced your thinking for your own academic future? 

Regarding my interest in neuroscience, I discovered through the course that I’m fascinated in cognitive aging. It intrigued me that an estimated 40% of the world’s dementia cases could be accounted for by 12 potentially modifiable risk factors. Over the 7 sessions we were presented complex longitudinal data, collected all the way from CLS’ 1958 to 2001 birth cohorts. Some of the research we explored from these studies highlights the association between excess body weight and cognitive function early in the lifespan.

In our final session, my fellow course members and I worked on an infographic discussing the differences between the health of US and UK individuals in midlife. We found that 2 in 10 Brits were heavy drinkers in midlife. Our solution? To increase awareness and implement a tax on life-shortening products such as alcohol, which can encourage healthier behaviors.

At the end of the course, we were gifted a copy of the scientific journalist Helen Pearson’s book, ‘The Life Project’. This gives an exact insight on the value of birth cohort studies for society – particularly in developing an understanding of how early life circumstances influence the whole of our lives.

Written by Yasmin

What would you like to communicate with your peers about things you learnt on the summer course?

The CLS Spring School course was an exciting experience as we were regularly visiting the UCL campus and exploring different subjects in the field of longitudinal research. One such topic was the comparison of physical health trends between the UK and USA. We delved into how cultural factors in these countries shape lifestyle choices, leading to different patterns of health outcomes. For example, the prevalence of obesity and related diseases was contrasted between the two countries, with discussions highlighting how factors such as diet, physical activity, and healthcare access contribute to these differences. As part of our coursework, my group created an infographic and a presentation that summarised our findings and proposed policy recommendations. We suggested several measures, such as regulating and taxing over-consumed goods like cigarettes and alcohol, to deter people from purchasing these products. These recommendations were based on our analysis of effective policies in other countries and aimed to reduce the consumption of harmful substances and improve public health outcomes.

Written by Priksha

How has the spring school made you think differently about communicating to policy makers?

By participating in the Centre for Longitudinal Studies (CLS) spring school at UCL, I have developed a deeper understanding of longitudinal studies and how they can inform policymaking. During the teaching sessions, we learned about how data from birth cohort studies highlight social inequalities in physical health, mental health, and cognitive ability. We learned that socioeconomic inequalities can be seen early in life and can go on to influence future outcomes. This experience has enabled me to better understand the extensive research behind seemingly simple infographics.

Written by Ariana