Rebecca Davison (MSc, BSc)

Thesis title: Rethinking Inclusion: Exploring Environmental, Structural and Cultural Barriers to Neurodivergent Learners in Mainstream Secondary Schools

Biography

Background

I am a part-time PhD researcher in Education at the University of Edinburgh's Moray House School of Education and Sport. Alongside my doctoral studies, I work as a Head of Inclusion and Special Educational Needs Coordinator (SENCO) in a mainstream secondary school in England.

My professional background spans primary and secondary education, with extensive experience in teaching, curriculum development, educational leadership and special educational needs and disabilities (SEND). I have a particular interest in literacy development and have held leadership responsibilities for improving reading and literacy across both primary and secondary settings. This has included developing whole-school approaches to reading, supporting literacy across the curriculum and addressing barriers to literacy development. My wider professional experience has shaped my interest in how educational environments, systems and practices influence learners' experiences, engagement and access to education.

I hold an MSc in Psychology of Mental Health and Wellbeing, where my dissertation explored teachers' self-efficacy in relation to trauma-informed practice.

My doctoral research explores the environmental, structural and cultural barriers experienced by neurodivergent learners in mainstream secondary schools, with a particular focus on participation, belonging and engagement. Drawing on the neurodiversity paradigm and social-ecological perspectives, I aim to examine how educational environments can become more responsive to learner diversity.

My wider interests include inclusive education, neurodiversity, educational leadership, school culture and the relationship between educational policy and practice.

Qualifications

Masters of Science (MSc) in Psychology of Mental Health and Wellbeing

Bachelor of Science (BSc) in Primary Education with Qualified Teacher Status (QTS)

National Professional Qualifications (NPQs) – Leading Teaching, Senior Leadership, Special Educational Needs

 

Responsibilities & affiliations

Professional Responsibilities

  • Head of Inclusion and Special Educational Needs Coordinator (SENCO) within a mainstream secondary school in England.

  • Senior leadership responsibilities for inclusive education, SEND provision, curriculum accessibility and whole-school literacy development.

Professional Memberships

  • British Psychological Society (BPS) – Member.

Open to PhD supervision enquiries?

No

Research summary

My research interests centre on inclusive education, neurodiversity and the relationship between educational environments and learners' experiences of participation, belonging and engagement.

I am particularly interested in how the structures, cultures and everyday practices of mainstream secondary schools can create or reduce barriers for neurodivergent learners. My doctoral research draws on the neurodiversity paradigm and social-ecological perspectives to explore how educational environments might become more inclusive and responsive to learner diversity.

My wider interests include educational leadership, SEND policy and practice, whole-school literacy development and the relationship between educational research and school improvement.

Current research interests

Neurodiversity and inclusive education; environmental, structural and cultural barriers to inclusion; neurodivergent learner voice and experiences; participation, belonging and engagement; social-ecological approaches to disability and inclusion; inclusive educational leadership and school culture; comparative education across England and Scotland; literacy development across primary and secondary education.

Past research interests

My previous postgraduate research explored teachers' self-efficacy in implementing trauma-informed practice within educational settings, as part of my MSc in Psychology of Mental Health and Wellbeing. This work developed my interest in teacher beliefs, professional confidence and the relationship between psychological theory and educational practice. It also contributed to my wider interest in how schools respond to learners' social, emotional and educational needs.

Knowledge exchange

My professional work focuses on translating educational research, policy and evidence-informed approaches into practical strategies that support inclusive teaching and school improvement.

Through my leadership responsibilities in mainstream education, I have contributed to the development of inclusive provision, staff professional development, whole-school literacy approaches and strategies to improve access to learning for pupils with additional needs.

My doctoral research aims to contribute to knowledge exchange between academic research, educational leadership and classroom practice. I am particularly interested in how research informed by neurodivergent learners' experiences can support schools in identifying and addressing environmental, structural and cultural barriers to inclusion.

I hope to share emerging insights through professional networks, educational conferences and collaboration with researchers and practitioners, with the longer-term aim of contributing to more inclusive educational environments and policy development.

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