Childhood and Youth

With an ambition to become a teacher, I began my academic journey some ten years after leaving formal education. Throughout my studies, I had the privilege of working in a variety of educational settings, including a forest school, a mainstream primary school and a specialist provision that supports the pastoral needs of children and young people with SEND. Currently, I teach in both the FE and HE sectors across a range of qualifications, with a particular focus on child development, inclusive education and SEND. My main passion as a teacher is to support students to achieve their own ambitions.

I have been teaching psychology and education at UCSD for eight years, prior to that I worked in primary and special schools supporting children with social, emotional and mental health difficulties, and before that, for ten years in the international development sector as a political campaigns manager focusing on children’s and women’s rights. Alongside my teaching role I also manage the UCSD Student Support Hub and tutorial programme. In 2022 I completed my PhD investigating the psychology of student persistence during the COVID campus closures and the role of personal tutors in supporting students’ persistence with their studies.

• Hallam, I. C. (2022). Mental health, wellbeing, resilience and character: helping children to flourish at school, in Tarry, E. (ed.) Challenges in early years and primary education: Employing critical thinking skills during turbulent times. London: Routledge, pp. 141-155.
• Hallam, I. C. (2017). Promoting social cohesion during blended learning in a Foundation Degree. The STeP Journal: Student Teacher Perspectives, 4(2), 113-123. http://insight.cumbria.ac.uk/id/eprint/3155/
• https://eprofile.exeter.ac.uk/isabelhallam/ Issy has achieved Senior Fellow status with the Higher Education Academy and is a Recognised Senior Advisor for the UK Advising and Tutoring Group

I had a late start to academic life, having spent 30 years as a police officer. My police experience was in crime investigation and within specialist areas such as working with victims and child interviews. I came to South Devon College initially to take my teaching qualifications, but got bitten by the academic bug and never left. I gained a BA (Hons) in Child Development and Education and then a MSc in Criminology and Criminology Psychology. I keep myself up to date by, for example, sitting on a scrutiny panel for Devon and Cornwall police; on the Torbay Safeguarding Partners business forum and I am a safeguarding governor for a local education trust with both secondary and primary schools.

Published book chapter – Knight, C. (2022) ‘What are you going to do about it? Responsibility, risk, and realities; considerations for safeguarding children’. In Tarry, E. (ed.) Challenges in Early Years and Primary Education: Employing Critical Thinking Skills During Turbulent Times. Abingdon: Routledge.

I have worked with vulnerable children, young people and families for over 14 years, working as an Anti-Social Behaviour Case Manager and a Family Intervention Project practitioner before qualifying as a Social Worker in 2014.   As a social worker I have worked within various child social care teams including a Looked After Child Team and as a supervising social worker within a local authority Fostering Service. My main interest is in Trauma Informed Practice.  I am currently  a module leader and lecturer at South Devon College and the University Centre South Devon, contributing to working with children and young people practice-based courses.

Published book chapter – Laywood, K. (2022) ‘Adverse Childhood Experience: How a trauma aware classroom can improve outcomes for children’. In Tarry, E. (ed.) Challenges in Early Years and Primary Education: Employing Critical Thinking Skills During Turbulent Times. Abingdon: Routledge.

I have been a part of UCSD for almost 10 years now, having first studied my FdA Early Years Care and Education, then completing my BA (Hons) Child Development and Education. I also have experience in working within primary and secondary schools.

Achieved Fellowship status with the Higher Education Academy. My research interests are based within educational and social policy and practice.

I in my final year of a Masters in Social Policy.

I have taught at UCSD for twelve years within a range of psychological and educational disciplines. I am the research coordinator for level 6 student projects within Society, Education & Development, and lecture on various research-based modules. I am currently undertaking a PhD at University of Exeter, researching the impact of cooperative learning on social harmony in post-compulsory education.

Smith, S. (2020) Teaching further education students the effects of naive realism, to support social development and mitigate classroom conflict. Educational & Child Psychology; Vol. 37 No. 3

Published book chapter : Rogers, L. (2022). ‘A toolkit for negotiating professional identity in Early Years and Primary settings’, In Tarry, E. (ed.) Challenges in Early Years and Primary Education: Employing Critical Thinking Skills During Turbulent Times. Abingdon: Routledge.

Lisa is an education and childhood lecturer and programme lead at UCSD, where she also coordinates the Higher Education Children and Young People courses. She is currently studying with Leeds Beckett University and is midway through a MA in Childhood Studies and Early Years. Prior to her University teaching career, she worked as an Early Years teacher, as well as in Early Years management. She continues to maintain close links with local schools and settings through her undergraduate student’s placements. Her research interests are Professional Practice and practitioners’ construction of professional identity.

Published book chapter : Rogers, L. (2022). ‘A toolkit for negotiating professional identity in Early Years and Primary settings’, In Tarry, E. (ed.) Challenges in Early Years and Primary Education: Employing Critical Thinking Skills During Turbulent Times. Abingdon: Routledge.

Dr Chattell teaches across the level 6 courses at UCSD and leads the dissertation modules for Childhood and Youth Studies and Social and Therapeutic Interventions.    

He has been a researcher and teacher trainer in China, developing teacher training programmes focused on creativity in Education.      

 

He holds a PhD is in Educational Leadership and Policy (Comparative Education). His wide range of interests include creativity in education, transformative education, teacher training and experimental learning.  

He is also a member of the Comparative Education Society of Hong Kong.