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PGCE, PGDES, PCTHE, MSC.OXON, MBPSS, FHEA
School of Education
Faculty of Humanities and Social Sciences
+44 (0)1865 488486
Jon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. Having initially undertaken an Undergraduate Degree in the Psychology of Education (University of Wales), he completed the Post Graduate Certificate in Education at Westminster Institute of Education. During the first few years of Teaching, Jon completed a Post Graduate Diploma in Educational Studies and MSc Education at the University of Oxford. Associated research involved investigating the impact of introducing a strategic approach to teaching and learning which incorporated reconceptualisations of effective practice in light of psychological perspectives, applied meta-cognition and neuroscience. The aim of the research was to investigate meta-cognitive development and thinking in younger learners following explicit intervention and instruction. During his mainstream educational experiences, Jon developed an interest in supporting pupils with additional learning needs. Subsequently he spent time working in a therapeutic residential school catering for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood. Jon then joined the Local Authority as a Behavioural Support Teacher, a role which involved visiting schools across the age range and working with a variety of professionals. Prior to joining Oxford Brookes University, Jon spent time as a Deputy Head Teacher of an Independent Secondary Special School which specialises in meeting the needs of a diverse group of pupils who primarily have needs associated with complex educational needs, communication difficulties and challenging behaviours.
Jon is Subject Coordinator for Education Studies (Single and Combined Honours link here) and Education Studies: Special Educational Needs/ Disabilities and Inclision (SENDI link here) and Liaison Manager for the Oxord Brookes University and SEBDA SEMH Masters Accreditation collaboration see here
Jon is a registered Doctoral student at the University.
Research Lead for the Inclusion and Wellbeing Research Group link here
Reid (2018) Using Research to Change Classroom Practice #ResearchSEND. Forthcoming.
Reid (2018) Not working for a significant minority: A critical exploration of SEMH and SEND in the context of schools. In Hollisley, J (Ed) An Educators guide to Mental Health and Wellbeing. London: NET: A John Catt Publication. Link here
Reid (2017) From Vision to Reality: The development of a sensory garden. Special Children. London: Optimus Education
Reid (2017) Contributer to the SEND Reflection Framework in association with WholeSchoolSEND, London Leadership Strategy, National Education Trust and the Department for Education. Link here
Reid (2017) Emotional Development and approaches to Classroom Management. In Colley & Cooper (Eds). Emotional Development and Attachment in the Classroom: Theory and Practice for Students and Teachers. London: Jessica Kingsley
Reid, J. (2015) Contribution to the European Agency for Special Needs and Inclusive Education and UNESCO ‘Inclusive Education in Action: Empowering Teachers: Empowering Learners’ Series. https://t.co/EqNy4wwGJl
Reid, J. (2015) An attempt to theorise the interrelationship between Inclusion, Special Educational Needs/ Disabilities and Beginning Teachers Learning.(Unpublished)
Member of the British Psychological Society
Fellow of the Higher Education Authority
Liaison Manager for the Oxord Brookes University and SEBDA SEMH Masters Accreditation collaboration see here
Reid, J (2018) The case for Compassion Focused Therapy in Schools. Invited Key Note: SEBDA Residential Conference
Reid, J (2018) "#EducationforMentalHealth" Introduction as host of the Education For Mental Health Conference.
Reid, J (2018) An ex-teacher and ex-student critcially explore experiences of Education: Education For Mental Health Conference.
Reid, J (2018) Emotional Health at School: Supporting good mental health for a flourishing classroom and school community. Presetnation in collaboration with Family Links, Emotioal Health at School and Emotional Health at Work.
Reid, J. (2017) A critical exploration of SEND: A UK Perspective. Invited Lecture: Eastern Washington University. Spokane. USA
Reid, J. (2017) Emotional Development and Approaches to Classroom Management. SEBDA and Oxford Brookes University Book Launch Conference for Colley, D., & Cooper, P. (Eds). Emotional Development and Attachment in the Classroom: Theory and Practice for Students and Teachers. London: Jessica Kingsley Link here
Reid, J. (2017) SEMH and SEND: Swindon Challenge Conference. Swindon Borough Council link here
Reid, J. (2017) Mental Wellbeing, Teacher Fears and Identity. Oxford Brookes University School of Education Research Conference
Reid, J. (2017) Pre and Post SEND placement beginning teachers reflections as opportunities for learning. UCET SEND Built in not Bolt on Conference: Swiss Cottage: London.
Reid, J. (2017) Perspectives on SEND and Inclusion: A Critical Realist Exploration of Social, Emotional and Mental Health and behaviours that may challenge. #ResearchSEND. University of Wolverhampton. Link here
Reid, J. (2016) Supporting the Social, Emotional and Mental Health needs of children and young people: Is it what we know or what we show ? National Education Trust (NET) Vulnerable Learners: Creating Excellent Education for All Conference.
Reid, J. (2016) How can Initial Teacher Education support beginning teachers’ understanding of behaviour and discipline in schools? A critical response to recent policy guidance. Universities Council for the Education of Teachers (UCET) Annual Conference.
Reid, J. (2016) How do beginning teachers learn to support pupils with additional and diverse learning needs ? 7th Teacher Education Advancement Network (TEAN) Annual Conference: Cultivating Learning.
Reid, J. (2015) What does Inclusion mean in Education ? Invited Lecture: Oxford Brookes University: School of Education.
Reid, J. (2015) “It changed the way I think about Inclusion” Experiences, opportunities and challenges: A reflection on an ‘Inclusive teaching’ Initial Teacher Training development. Oxford Brookes University Teaching and Learning Conference.
Reid, J. (2014) Special Educational Needs and Disabilities: A UK Perspective. Invited Lecture: Orebro University. Sweden.