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2024

Hateley, Emma Louise (2024) “Boys don’t cry do they?” A reflexive thematic analysis of education professionals’ perspectives regarding secondary school males identified as SEMH who have been permanently excluded. DAppEdPsy thesis, University of Nottingham.

Robinson, Tavelah (2024) A Q-Methodological Study: Which Factors are Considered to be the Most Impactful for the Academic Success of Black-African Caribbean Males? DAppEdPsy thesis, University of Nottingham.

2023

Payton, Joanna (2023) “Hope isn’t actually lost yet”: A reflexive thematic analysis exploring young people’s views and feelings towards climate change. DAppEdPsy thesis, University of Nottingham.

2022

Gibson, Hannah (2022) The experiences of children and young people with special educational needs and disabilities during the COVID-19 pandemic: a reflexive thematic analysis. DAppEdPsy thesis, University of Nottingham.

Hunt, Stephanie (2022) The use of solution-oriented coaching to facilitate teacher’s applications of education technology in a primary school. DAppEdPsy thesis, University of Nottingham.

Taubman, Katie (2022) Disciplinary school exclusion: pushing children over the edge. DAppEdPsy thesis, University of Nottingham.

2021

Bullingham, Robyn (2021) Exploring the Role of Designated Teachers in Supporting Children and Young People in Care: An Ecosystemic Perspective. DAppEdPsy thesis, University of Nottingham.

Thompson, Emily Beth (2021) An exploration of female early adolescent self-presentation and social comparisons, when engaging with social networking sites. DAppEdPsy thesis, University of Nottingham.

2020

Holderness, Helen (2020) Cognitive behavioural interventions with pupils with learning disabilities: an evaluation of the impact of the Feelings Detectives Programme on anxiety. DAppEdPsy thesis, University of Nottingham.