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2019 Research Projects

Exploring the Educational Experiences of Children and Young People Adopted from Care: Using the Voices of Children and Parents to Inform Practice

Rebecca Best

The Role of Metacognition in Supporting the Development of Looked After Children’s Reading Skills

By Patricia Britto

How can practitioners support the special educational needs and disabilities of young people and young adults on community-based sentences?

By Jason Collins

An initial evaluation of a group school-based therapeutic intervention for low-level symptoms of anxiety in adolescents

By Jillen Fatania

The experiences of transgender young people and their parents: Informing the work of Educational Psychologists

By Abigail Freedman

An investigation into the practices teachers use to engage students in the lowest attaining GCSE English sets

By Cathleen Halligan

Preparing for Employment: An exploration of the transition experiences of young people with mild and moderate learning difficulties and their parents of a supported internship programme

By Diksha Laungani

‘It makes me feel a sense of belonging’ Using person centred approaches to elicit and promote the voices of young women placed in a specialist SEMH provision.

By Sophie Martin

‘A little pebble in a pond’: A multiple case study exploring how the Emotional Literacy Support Assistant (ELSA) project operates in secondary schools

Bryony-Rose Nicholson-Roberts

Exploring the role a Black Supplementary School plays in supporting Black boys labelled with “challenging behaviour” at GCSE level

By Laura Ricketts

Dual-Registration: A Multi-Informant Exploration of the Experiences of Pupils, Parents, Teachers and Educational Psychologists

By Amy Robb

Educators’ perspectives on supporting autistic children at Pupil Referral Units following their exclusion from mainstream secondary school

By Alan Smith

Investigating the stresses children experience and the coping strategies they use

By Katie Sugg

Exploring perceptions of enablers and barriers to positive outcomes in a primary Pupil Referral Unit; The perspectives of pupils, primary caregivers, and staff

By Eleanor Taylor

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