Browse by Supervisor

De Cloedt, Vicky (2024). A narrative exploration of the factors reported by students from low socioeconomic backgrounds to have facilitated their progression to post 16 and with higher education aspirations. University of Birmingham. Ap.Ed.&ChildPsy.D.

Holden, Stephanie Leanne (2023). An interpretative phenomenological analysis of the educational experiences of mixed white and black Caribbean secondary school pupils with social, emotional, mental health needs. University of Birmingham. Ap.Ed.&ChildPsy.D.

Noble, Ruby Jane (2024). Exploring collaboration from the perspectives of culturally deaf parents and hearing school staff teaching children of deaf adults: an interpretative phenomenological analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

O'Connor, Christopher (2023). Perspectives of educational psychologists and specialist teachers towards the assessment and support of students with dyslexia. University of Birmingham. Ap.Ed.&ChildPsy.D.

Hanrahan, Rachel (2024). Primary school staff’s views and experiences of working with children of imprisoned parents/carers: a case study exploration. University of Birmingham. Ap.Ed.&ChildPsy.D.

May, Charlotte (2023). Teacher experiences of supporting pupils exposed to trauma and of implementing trauma-informed approaches. University of Birmingham. Ap.Ed.&ChildPsy.D.

Jordan, Christopher Richard (2024). “Cliff edges” and “new adventures”: a cultural historical activity theory study of support for transitions from mainstream secondary to post-16 education for young people with education, health, and care plans. University of Birmingham. Ap.Ed.&ChildPsy.D.

Prosser, Rebecca (2024). “It’s not my grief to be had, but those children are my responsibility”: Secondary school teaching staff’s experiences and perceptions of working with bereaved children and young people. University of Birmingham. Ap.Ed.&ChildPsy.D.