Our Research Group explores how education policy and practice shape and influence learners’ and educators’ wellbeing and inclusion. We seek to develop an in-depth understanding of learners’ experiences of social and educational exclusion.

Our research covers the ways that formal, non-formal and informal learning may best promote learner and educator wellbeing and inclusion. This extends beyond a consideration of good practices to a deeper understanding of the complex relationships across educational interventions, family dynamics, cultural norms, community practices, technologies, and policy.