This research explores how adolescent females who have been diagnosed with attention deficit hyperactivity disorder (ADHD) experience secondary education in England and make sense of their identity. Within schools, responsibility for supporting this population is placed in the hands of teachers, though prior research suggests that teachers feel…

Deafblind children and young people often perform poorly in education and social settings. The extent of this attainment gap is unknown. Following the Joanna Briggs protocol, a scoping review was conducted with the aim of establishing the barriers to and facilitators of academic and social success for this cohort. A database search was conducted…

Eliciting and advocating the voice of the child remains at the heart of international political agenda and also remains a central role for educational psychologists (EPs). Previous research indicates that EPs tend to use language-based methods for eliciting and advocating views of children. However, these approaches are often limited. Taking a…

Interviews with 14-19 year olds in England and Wales are analysed to explore young people's perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The paper posits that…