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Last updated 4th June 2026

My research examines participation, identity, professional learning, and educational experiences within post-compulsory education. My doctoral research explored culture, identity, and resistance among mature students studying higher education in further education settings, establishing a continuing interest in questions of access, belonging, social mobility, and educational opportunity.

A significant strand of my research focuses on the professional formation and development of teachers and teacher educators in the further education and lifelong learning sectors. Through externally funded research projects, I have investigated the experiences of trainee teachers, the role of mentoring in professional learning, and the professional development needs of teacher educators. Working collaboratively with colleagues and sector partners, I seek to generate research that informs policy, supports professional practice, and contributes to the development of the workforce. 

My broader research interests encompass higher vocational education, educational inequalities, and the relationship between education, communities, and social change. More recently, my work has explored the educational experiences of pupils, families, and teachers during and following the COVID-19 pandemic, with particular attention to the challenges faced by communities experiencing social disadvantage. 

My work is characterised by close engagement with practitioners, educators, and organisations to ensure that research findings contribute to meaningful improvements in educational policy and practice. As a member of the Huddersfield Centre for Research in Education and Society (HudCRES), I collaborate with researchers across disciplines who share an interest in addressing contemporary educational challenges and inequalities.