About
Research
Email: catherine.carroll@stmarys.ac.uk
Tel: 02082404000
Biography
Catherine is an experienced senior lecturer and researcher in education with a focus on inclusive education, student and teacher mental health and wellbeing, supervision in education, transitions in education and into adulthood and the education of children and young people with a social worker. Her work has been published in peer-reviewed journals, books, reports and practitioner-focused publications including a national framework in literacy (The Dyslexia/SpLD Trust | The Literacy and Dyslexia-SpLD Professional Development Framework).
She is a Fellow of the Higher Education Academy and has been a programme and module leader for undergraduate and postgraduate programmes at four universities. She has led on the development of new programmes and modules related to inclusive education. At UCL, she co-led on the development of one of the few courses in the country designed for educators to train as supervisors in education settings. After joining St Mary's in 2019, Catherine successfully set up the SENCo Award programme.
Catherine's current research and knowledge exchange projects include a five-year project (funded by The Mercers’ Company) on whole school approaches to mental health and wellbeing and a three-year evaluation of the Supported Internships programme for young adults with additional needs (funded by the Department for Education). In 2022, Catherine co-founded and co-chairs the Supervision in Education Network. This national network brings together professionals from schools, universities, charities and independent practice, concerned with supervision in education, to share and develop supervision practice, research and policy development.
Before completing her PhD at UCL in 2011, Catherine taught Humanities for a number of years in secondary and specialist settings. She works part time at the university and continues to teach in schools, as part of her commitment to knowledge exchange between schools and universities.
Research
Research profile
Reports
Carroll, C. (2024). Community Campus Partnerships - the education of children with a social worker: Evaluation Report for Achieving for Children.
Carroll, C., Akyeampong-Spencer, A., Thomas, L. & Connor, T. (2024). Feasibility evaluation of supervisor training course for educators. Merton Educational Psychology Service.
Brackenbury, G., Carroll, C., Roberts, A., & Webster, R. (2022). School-university partnerships: a model for knowledge co-creation for inclusive education. UCL Research Brief.
Gibson, S., & Carroll, C. (2021). Stress, Burnout, Anxiety and Depression: How they impact on the mental health and wellbeing of teachers and on learner outcomes.
Hurry, J., Bonell, C., Carroll, C., & Deighton, J. (2021). The role of schools in the mental health of children & young people. British Educational Research Association.
Carroll, C., Russell, A., Wall, K., & Shaw, A. (2019). Effective practice for special educational needs and/or disabilities content in initial teacher training. UCL Institute of Education Report.
Carroll, C., Black, E., & Bettencourt M. (2019). Education of children and young people in care in the north east. UCL Institute of Education Report.
Mintz, J., Palaiologou, I., and Carroll, C. (2018) A review of education provision for children unable to attend schoolfor medical reasons. UCL Institute of Education
Carroll, C. (2016) Celebrating Inclusion in Newham Schools: Case studies of inclusive provision forpupils with special educational needs and disabilities in Newham schools. Newham Local Authority.
Carroll, C., Hurry, J. & Wilson, A. (2015) A Prison within a Prison: A literature review of offender education with ESOL. The Bell Foundation.
Peer reviewed papers
Esposito, R., & Carroll, C. (2019). Special Educational Needs Coordinators' Practice in England Forty Years onfrom the Warnock Report. In Frontiers in Education (Vol. 4, p. 75).
Carroll, C., Grima, G., Hooper, A., & Hurry, J. (2020). Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme.
Carroll, C., and Hurry, J. (2018) Supporting pupils in school with social, emotional and mental health needs: a scoping review of the literature. Emotional and Behavioural Difficulties.
Carroll, C. (2015) A review of the approaches investigating post-16 transition of young people with learning difficulties. International Journal of Inclusive Education, 19, (4), 347-364
Carroll, C & Dockrell, J. (2012) Enablers and challenges of post-16 education and employment outcomes: the perspectives of young adults with a history of SLI. International Journal of Language and Communication Disorders, 47, (5), 567-577
Books
Carroll, C., & Esposito, R. (2020). The importance of supervision for teachers at all levels.
Carroll, C. and Cameron C. (2017) Taking Action for Looked After Children in School. A Knowledge Exchange Programme. London: UCL Institute of Education Press
Media
Carroll, C., & Esposito, R. (2020). The importance of supervision for teachers at all levels.
Principal investigator awards
August 2023: Mental Health and Wellbeing Partner. Mercers' Charitable Foundation.
July 2023: Evaluation of the Strengthening the Supported Internships Programme. In collaboration with CooperGibson Research and funded by DfE
September 2021: Pilot outcomes study of a transition hub for adolescents in care. Youth Endowment Foundation £750,000
October 2019: Feasibility study of a transition hub for adolescents in care. Youth Endowment Foundation £765,000
October 2018: SENCO Supervision – national pilot programme. UCL HEIF £15,000
January 2018: Education of children in care. North East Region of Virtual School Headteachers, £60,000
March 2017: Post-16 Education, employment and training of young people in care. UCL Enterprise Award, £30,000
September 2015 – 2018: PALAC programme across LAs in England and Wales, £200,000
September 2015: Autism and sleep. Bailey Thomas Foundation, £3500
July 2014: Promoting the Achievement of Looked after Children (PALAC), HEFCE Award, £44,000
October 2013: Post-16 transition study of young adults with autism. Queensmill School, £9000
February 2013: Pilot study in autism and gender differences in the classroom. University of Roehampton, £2000
October 2011: Using the Dyslexia-SpLD Professional Development Framework in Higher Education teacher courses. Dyslexia-SpLD Trust, £4000