Kathryn trained as a behavioural geneticist (after a history degree and a brief flirtation with politics) and uses qualitative methods to include the voices of children, young people and adults who experience differences, difficulties or disabilities in research that affects them, including genomic research.

Laura’s research is focused on the inclusion of children with special educational needs and disabilities in research. She is particularly interested in friendship experiences and how we can make qualitative research more accessible to those with differing communication needs. 

She has a background in music education and is experienced in supporting young people with additional needs to access mainstream education.

Laura’s research is in psychology and education, with her postdoctoral work focussing on

mental health and wellbeing in childhood and schools. Recent and ongoing studies she has

worked on include researching teachers’ experiences of student conduct problems; exploring

the long-term effectiveness of an early mental health intervention to reduce children’s

challenging behaviour; and investigating the impact of the Covid-19 pandemic on teacher

wellbeing.

Kayleigh’s current research explores creative and inclusive approaches to pedagogy. More specifically, her work is concerned with the ways in which creative arts-based pedagogy can support autistic learners and foster meaningful opportunities to achieve and thrive across mainstream provisions. 

In addition, she is committed to making qualitative research more accessible by developing data collection tools which accommodate individuals who communicate in both traditional and non-traditional ways.

Rowena’s research is focused on the interaction between self-perceived identity and past experiences of loneliness and being alone, using qualitative methods.

She has a background in legal practice, and currently teaches Criminology with a particular interest in Criminal Psychology.

Claire’s PhD research explores understandings of autism within mainstream secondary education, from the perspectives of teachers and autistic females. She takes a qualitative approach which prioritises the eschewal of historic biases related to gender and disability.

Claire’s background is as a secondary school teacher; she worked for 12 years teaching humanities and languages in the UK and abroad.

Anna’s research focuses on understanding the educational experiences of young people identified as having Pathological Demand Avoidance (PDA), using qualitative methods. She is committed to exploring ways to facilitate the meaningful engagement of children and young people whose voices are often underrepresented in research.

She has a background in International Relations and Linguistics, and professional experience in the field of educational psychology.

Bethan is a postgraduate researcher exploring autistic young people’s experiences and needs in relationships, sex and health education (RSHE). 

Before joining the University of York, she taught science and led PSHE education while studying approaches to support students with SEND. She later worked at a national level, designing resources and delivering training to teachers on PSHE pedagogy and a range of related topics. She also has experience of mixed-methods research to better understand teachers’ confidence and needs when exploring topics related to domestic abuse and managing disclosures.

Ryann is a qualitative researcher. Her research focuses on service development of healthcare services, particularly for services for people with communication disability as well as communication within organisations and health communication.

Ryann trained as a speech and language therapist and previously practiced in the NHS working in clinics and in schools.

Ryann supported data collection and study design during out ADLib project

Salma’s research investigates the educational, occupational, and mental health outcomes of British South Asian Muslims.  Through life story interviews and questionnaire data the personal, social and political dimensions of an often-vilified ethno-religious group are explored.

Salma’s background is in secondary school teaching and social work; she was an English teacher for eighteen years and worked in child protection for four years.

Dee’s research is designed to ensure that children’s voices are heard in debates about the relevance of genetic research to education and to explore the psychological impact of labelling, including genetic labelling.

Dee is passionate about advocating for and ensuring all children’s voices are heard in matters that are important to them. This stems from previous experiences as an Assistant Head Teacher for EYFS and SENDCo.

Suzanna’s PhD research focused on students’ experiences of careers education in schools, and on the relationship between adolescents’ self stories and their occupational aspirations and decisions.

Suzanna is an experienced secondary school Science teacher and has since qualified as an Educational Psychologist.