Catherine is an experienced researcher in education with a focus on inclusive education, knowledge exchange, transitions, the education of young people in care, teacher development, student and teacher wellbeing, reflective supervision and literacy.
Her work has been published in peer-reviewed journals, books, reports and practitioner-focused publications.
For over ten years she has taught on a variety of postgraduate MA Education modules related to inclusion, education enquiry and research methods. She has been a programme and module leader and after joining St Mary's in 2019, successfully set up the SENCo Award programme.
Before completing her PhD at UCL in 2011, Catherine taught for a number of years in secondary and specialist settings, and continues to work in schools as part of her commitment to knowledge exchange between schools and universities.
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
Carroll, C. and Cameron C. (2017) Taking Action for Looked After Children in School. A Knowledge Exchange Programme. London: UCL Institute of Education Press
Carroll, C., & Esposito, R. (2020). The importance of supervision for teachers at all levels.
Principal investigator awards
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