I am a qualified educational psychologist with more than 20 years of applied educational psychology practice. My research focuses on language inequalities, early intervention and supporting educators' professional development. My research illuminates debates on the importance of oral language by demonstrating that language and communication skills are essential for educational achievement, positive mental health and predictive of long-term outcomes. This research is used as evidence to support interventions included in the Government's Better Communication Research Programme (BCRP, 2012) by pinpointing 'what works' in supporting language learning needs in educational settings.

More recently, my research has focused on empowering educational professionals to enhance children's oral language by providing universal whole-setting interventions (Supporting Spoken Language in the Classroom Programme, SSLiC).

I am also interested in the development of processes and systems, and resources and tools that enable a robust and equitable identification of language learning needs in early years and primary school age. I've been involved in the development of tools that support educators' professional development, empowering them to provide communication supporting classroom environments (Communication Supporting Classroom Observation Tool - CSCOT).

In other projects, I have explored the impact of the Covid-19 pandemic on Children's Centres, early  years transitions to school and children's first year at school.

Methodologically, I am experienced in using both quantitative and qualitative research methods and much of my research uses a mixed-methods approach. My work is conducted through partnerships with children, parents, professionals and policymakers, aiming to make significant contributions to theory, policy and practice to address important educational and societal challenges.

I welcome applications from prospective PhD students with shared interests.