Catherine joined St Mary’s University in 2019 as a Senior Lecturer on the MA in Education programme. Her specific teaching and research interests focus on inclusive education, knowledge exchange between colleagues in schools and universities and the provision of professional supervision for educators.
Before completing her PhD in 2012, Catherine taught for several years in mainstream and specialist secondary settings.
As part of the MA in Education, Catherine contributes to teaching on the Inclusive Education and Research Methods modules.
In 2020, she will lead on the new National Award for SEN Coordination postgraduate certificate programme. This is the mandatory qualification for all newly appointed Special Educational Needs Coordinators.
- Carroll, C., Grima, G., Hooper, A., & Hurry, J. (Forthcoming). Evaluation of Bug Club: a randomised control trial of a whole school primary aged reading programme. The Curriculum Journal.
- Carroll, C., Brackenbury, G., Lee, F., Esposito, R., & O’Brien, T. (2020). Professional Supervision: Guidance for SENCOs and school leaders. UCL Institute of Education Report.
- Esposito, R., & Carroll, C. (2019). Special Educational Needs Coordinators' Practice in England Forty Years on from the Warnock Report. In Frontiers in Education (Vol. 4, p. 75).
- 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
- 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.
- Mintz, J., Palaiologou, I., and Carroll, C. (2018) A review of education provision for children unable to attend school for medical reasons. UCL Institute of Education
- 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. (2016) Celebrating Inclusion in Newham Schools: Case studies of inclusive provision for pupils with special educational needs and disabilities in Newham schools. Newham Local Authority.
- 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., Hurry, J. & Wilson, A. (2015) A Prison within a Prison: A literature review of offender education with ESOL. The Bell Foundation.
- 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 & Dockrell, J. (2011) Listening to Post-16 transition experiences of young people with Specific Language Impairment, In S. Roulstone & S. McLeod (Eds.), Listening to the voices of young people with speech, language and communication needs. London: J&R Press.
- Carroll, C & Dockrell, J. (2010) Leaving special school: post-16 outcomes for young adults with specific language impairment, European Journal of Special Needs Education, 25 (2), 131-147
Recent principal investigator awards
- 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