Department of Education
Dr Laura Oxley
Visit Dr Laura Oxley's profile on the York Research Database to:
- See a full list of publications
- Browse activities and projects
- Explore connections, collaborators, related work and more
Profile
Biography
Laura Oxley is a Bowland Research Fellow, currently working on a study exploring teachers’ experiences of teaching students who present with conduct problems and Callous-Unemotional (CU) traits, and the potential impact of these experiences on teachers’ wellbeing. Prior to this, Laura worked as a Research Associate at the Play in Education, Development and Learning (PEDAL) Research Centre, Faculty of Education, University of Cambridge. She completed her PhD in 2021, with the Psychology in Education Research Centre (PERC) at the Department for Education, University of York. Her PhD study explored senior school leaders’ views on alternative approaches to behaviour management and the barriers preventing these from being more widely used in schools in England. She also holds an MEd in Psychology and Education from the University of Cambridge, which examined factors affecting a sense of place identity at school for primary-aged pupils.
Research
Overview
Laura's research interests focus on mental health and wellbeing in schools, with a particular focus on collaborative approaches to managing student behaviour, supporting teacher wellbeing, and play-based learning.
Recent publications include:
Oxley, L., Asbury, K. & Kim, L. E. (2024). The impact of student conduct problems on teacher wellbeing following the onset of the Covid-19 pandemic: an Interpretative Phenomenological Analysis. British Educational Research Journal, 50(1), 200-217.
Oxley, L. & Kim, L. E. (2023). Newspapers’ portrayal of the teaching profession during the COVID-19 pandemic in England: A content analysis. The Psychology of Education Review, 47(2), 41-48.
Fajardo-Tovar, D. D., Graber, K. M., Eboo Alwani, S., Kirby, N., Oxley, L., Baker, S. & Ramchandani, P. (2023). Playing with change: insights and lessons from researching play during the Covid-19 pandemic. International Journal of Play, 12(2), 143-154.
Projects
Building Connections: exploring teachers' experiences of working with students with conduct problems and Callous-Unemotional (CU) traits
Research group(s)
Genomics and Life Stories (GOALS)
External activities
Memberships
- Member of the Health, Effectiveness, and Retention of Teachers (HEART) Research Group
- Affiliate of the Play in Education, Development and Learning (PEDAL) Research Centre, Faculty of Education, University of Cambridge
- Chartered member of the British Psychological Society (CPsychol)
- Fellow of the Higher Education Academy (FHEA)
- Associate member of the Society for the Scientific Study of Psychopathy
