Alyssa’s research uses the neurodiversity paradigm and participatory methods to develop evidence-based interventions that facilitate children’s and young people’s educational inclusion and wellbeing. She is particularly interested in school-based interventions, and the role of knowledge, attitudes, and stigma in educational practice. 

This is a period of rapid change in fields concerned with human development, and associated professions, services, and policymaking. Alyssa is interested in investigating the extent to which claims of a "paradigm shift" away from medical or deficit models of neurodevelopmental diversity appear to be borne out by people's accounts of their own professional practices. Do people see themselves as adhering to a paradigm, or actively navigating between them? What are the social and policy impacts?

Alyssa is also interested more broadly in promoting community involvement in academic research, and supporting colleagues to use participatory methods.