Projects

Kathryn Bracewell (researcher on the MEd Psychology of Education programme) explored how mainstream secondary school teaching assistants (TAs) in England perceive neurodiversity and how these views influence their practice. Using qualitative interviews with seven female TAs, the researcher conducted Reflexive Thematic Analysis and identified four themes: ambiguity of information on neurodiversity given to the TAs, their personal motivations, school attitudes, and the cultural impact of reducing stereotypical assumptions about neurodiversity. Findings showed widespread confusion about neurodiversity, reliance on personal experience, and significant effects of policy and school culture on support for neurodivergent students. The study highlights the undervaluing of TAs, the need for clearer guidance and training for all educators, and calls for systemic change toward recognising individual differences.

Charlotte Draper (researcher on the MEd Psychology of Education programme) how socio-cultural contexts influence the development and teaching practices of primary trainee teachers in the UK. Drawing on Bronfenbrenner’s Ecological Systems Theory and theories of agency and social obedience, the study used semi-structured interviews with eight trainee teachers and analysed the data through Reflexive Thematic Analysis. Three key themes emerged: Personal and Professional Identity Formation, Navigating Contexts, and Sustaining the Self. Findings highlighted the complex relationship between individual agency and the systemic influences encountered during initial teacher training, showing how institutional structures can shape, constrain, and sometimes overlook trainees’ socio-cultural identities. The research emphasises the importance of recognising trainee teachers’ diverse backgrounds and experiences, supporting their wellbeing, and creating more inclusive teacher education environments. The study calls for greater attention to the socio-cultural dimensions of teacher development and offers insights for teacher educators, schools, and policymakers seeking to support trainee teachers more effectively.

Allison Lamont (researcher on the MA Education for a Sustainable Environment) evaluated the potential of ecopoetry as an ecopedagogy for fostering ecological awareness and transformative learning. Through an interdisciplinary dissertation, the researcher designed and facilitated an ecopoetry workshop on a Northumberland riverbank with six adult participants and used poetic inquiry as an arts-based qualitative research approach. Rather than applying thematic analysis, the study developed six poetic portraits to capture participants’ affective learning experiences and responses to ecological issues. Findings showed that poetic dialogue, collective reflection, and adopting the perspective of the river encouraged ecosystem relationality, eco-conscious transformation, interspecies responsibility, and recognition of the river as a living entity. The research concluded that ecopoetry can cultivate ecocentric orientations and inspire deeper engagement with environmental stewardship. The study identifies the value of creative and interdisciplinary approaches to sustainability education, demonstrating how poetry can support critical reflection, community action, and ecological transformation while contributing to wider debates about education for sustainable development.