Inclusion and Wellbeing

About us

The Inclusion and Wellbeing research group aims to critically explore policy, pedagogy and practice in relation to the educational experiences of all children, young people and students of all ages. This includes children and young people who exhibit a broad range of diverse, additional and potentially complex learning needs as well as those showing typical development.

Members’ interests reflect the diverse nature of this field but also a range of methodologies and expertise in both qualitative and quantitative analysis. The areas of inclusion and wellbeing currently being explored by the researchers in this group include:

  • emotional development and attachment
  • Nuture Group Theory and Practice
  • the social, emotional and mental health of children and young people
  • wellbeing of HE students and pedagogy in universities
  • neuroscience and the development of emotional competency
  • links between educational assessment and wellbeing
  • achievement motivation
  • bullying
  • beginning teachers' professional learning in relation to physical and emotional learning
  • beginning teachers' learning in relation to supporting pupils with diverse and additional learning needs
  • alternative approaches to practice and pedagogy, eg the impact of the Nurture Group interventions on wellbeing
  • autism
  • looked after children/ ACE.

School classroom


Carol Brown

Dr Carol Brown

Senior Lecturer in Psychology and Education; Faculty Ethics Officer; Subject Co-ordinator EdD programme

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Name Role Email
Professor Barry Carpenter Visiting Professor
Dr David Colley Associate Lecturer in Child Development and SEN/Inclusion
Mr Jonathan Reid Senior Lecturer in Child Development and SEN/ Inclusion


Professor of Mental Health in Education, Barry Carpenter, presents a new curriculum to ease children’s return to school after lockdown

Professor Carpenter and his son, Matthew Carpenter (Principal at Baxter College, Kidderminster), have created A Recovery Curriculum, offering signposts about what schools might consider, to create positive mental health in children as they transition back to school after lockdown.

Professor Barry Carpenter

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