Professor Gillean McCluskey
Co-Director of Research, Moray House School of Education and Sport; Interim Director, Centre for Research in Education, Inclusion and Diversity (CREID)

- Moray House School of Education and Sport, IECS
- University of Edinburgh
Contact details
- Tel: +44 (0)131 651 6637
- Email: gillean.mccluskey@ed.ac.uk
Address
- Street
-
Moray House School of Education and Sport, St John's Land 2.22a
- City
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
Background
In recent years, my research, teaching and writing has focused on two related fields of endeavour: a) restorative practices in education and b) exclusion from school. Restorative practices (RP) examines relationships and conflict in school and represents a rapidly developing field of international interest. My own involvement in this area arises out of a professional and academic interest in, and concern about, the experiences of children and young people who experience exclusion. Underpinning these interests is a concern more broadly about inequalities in education. My work aims to contribute to understanding of the impact of inequalities in education by advancing first, our understanding of exclusion from school and, secondly, the role that RP may have to play in this. I have worked in mainstream schools and alternative settings with young people in trouble and at risk in the past, and maintain a close interest in the lived experiences of schooling, and the importance of listening to young people.
Qualifications
- PhD (Edinburgh University)
- PGCE (Secondary) (English) (Jordanhill College, Glasgow
- Diploma in Housing Studies (Part 11) Glasgow University
- MA (Hons) General (Edinburgh University)
Postgraduate teaching
- Children and young people at risk and in trouble (home, school, community)
- Exclusion and disaffection from school
- Restorative approaches in schools
- Inter-agency work with children and young people at risk or in trouble
- Listening to children and young people
Open to PhD supervision enquiries?
Yes
Areas of interest for supervision
I welcome enquiries about supervision on topics related to my areas of interest.
Current PhD students supervised
Brendan Kwiatkowski - Experiences of 'Healthy Masculinities' in high school
Neil Hume - Positive transitions for all: Using action research to improve. how practitioners support young people at risk of making a poor transition from primary to secondary school in Scotland
Jian Liao - Social justice for migrant pupils in urban China: a case study
Past PhD students supervised
- Sujin Yoon (2019) North Korean refugee students successes and challenges in alternative school settingsJenestar Wanjiru (2016) The experiences of head teachers in improving retention of vulnerable children in primary schools in Kenya
- Geetha Marcus (2016) Improving understanding of the experiences of Gypsy/Travellers in Scotland
- Kevin Wright (2015) How do classroom assistants in Scottish schools negotiate identities?
- Jessica Pei Wen Chong (2014) Discourses, Decisions, Designs: an international comparative analysis of “special” educational policymaking
Research summary
- Exclusion from school
- Restorative Approaches in education
- Relationships between youth crime and education
Research activities
- Exclusion: A four nations study Edinburgh seminar
- The role of schools in ending violence in childhood.
- Quality and Equality: Building Social Capital in Schools
- Closing the gap in attainment in Scottish schools: three challenges in an unequal society.
- Measuring Success? Supporting vulnerable young people through evidence-informed practice
- Keeping Teens in School - Alternatives to Exclusion to
- Towards the Nurturing City: Restorative Approaches National Conference
- Restorative Approaches on Campus
- Restorative Practices in School ─ are we nearly there yet?
Project activity
- Public Inquiry on Covid-19 in Scotland. (Jan-Dec 2023) The delivery of education and certification: the impact of Covid-19 on children and young people: Phase 2 Overview. Project lead.
- Public Inquiry on Covid-19 in Scotland. (Jan-Dec 2023) The impact of Covid-19 on children and young people in relation to learning and academic progress in general, known benefits and disadvantages of online learning. Project lead.
- Public Inquiry on Covid-19 in Scotland. (Jan-Dec 2023) The impact of Covid-19 school closures and changes to support packages on pupils with additional support needs. Project lead.
- Scottish Institute for Policing Research. (2023-2024) Policing after Lockdown: re-building relationships with the Covid Generation. Co-I.
- Public Inquiry on Covid-19 in Scotland. (2022). The delivery of education and certification: the impact of Covid-19 on children and young people: Phase 1. Project lead.
- ESRC IAA. (2022-2023) Covid-19, education and adolescent mental health: translating research evidence into teacher practice. Co-I.
- Chief Scientist Office. (2020). In isolation instead of in school (INISS): vulnerable children’s experiences of Covid. PI.
- ESRC. (2019-2024) Political economies of school exclusion and its consequences. Co-I. Scotland lead.
- John Fell Fund, University of Oxford. (2017-2018) Exclusion from school: a four nations study. Scotland lead.
- ESRC GCRF. (2017-2018). Counting Every Child in: Promoting inclusive and quality education for disabled children in China. Co-I.
- University of Edinburgh Challenge Investment Fund. (2016-17)Exploring the intersections of violence in childhood, learning outcomes and educational practices: Towards a new conceptual model. Co-I.
- City of Edinburgh Council. (2103-14)Understanding learner progress in special schools. PI.
- European Union. (2012-15) Youth Justice in Western Europe and the Baltic States (researcher)
- Welsh Government (2012-13)Exclusion and Education Provision for Children and Young People Educated Outside School. PI.
Current project grants
Political Economies of School Exclusion
https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/politic...
-
Adolescent mental health priorities during the Covid-19 pandemic
In:
School Mental Health, pp. 1-13
DOI: https://doi.org/10.1007/s12310-022-09547-w
Research output: Contribution to Journal › Article (Published) -
The Delivery of Education and Certification: Impact of Covid-19 on Children and Young People
(47 pages)
Research output: › Commissioned report (Published) -
Rates, perceptions and predictors of depression, anxiety and Post Traumatic Stress Disorder (PTSD)-like symptoms about Covid-19 in adolescents
(17 pages)
In:
PLoS ONE, vol. 17
DOI: https://doi.org/10.1371/journal.pone.0266818
Research output: Contribution to Journal › Article (Published) -
Utilising Bacchi's what's the problem represented to be? (WPR) approach to analyse national school exclusion policy in England and Scotland: A worked example
In:
International Journal of Research & Method in Education, vol. 45, pp. 137-149
DOI: https://doi.org/10.1080/1743727X.2021.1976750
Research output: Contribution to Journal › Article (Published) -
School closures, exam cancellations and isolation: The impact of Covid-19 on young people’s mental health
(15 pages)
In:
Emotional & Behavioural Difficulties, vol. 26, pp. 46-59
DOI: https://doi.org/10.1080/13632752.2021.1903182
Research output: Contribution to Journal › Article (E-pub ahead of print) -
In isolation instead of in school (INISS): Vulnerable children's experiences of Covid-19 and effects on mental health and education
Research output: › Commissioned report (Published) -
Exclusion from school in Scotland and across the UK: Contrasts and questions
(20 pages)
In:
British Educational Research Journal, vol. 45, pp. 1140-1159
DOI: https://doi.org/10.1002/berj.3555
Research output: Contribution to Journal › Article (Published) -
"Not much I can do, he’s got ADHD"
Research output: › Chapter (peer-reviewed) (Published) -
Factors associated with high and low levels of school exclusions: Comparing the English and wider UK experience
(18 pages)
In:
Emotional & Behavioural Difficulties, vol. 24, pp. 374-390
DOI: https://doi.org/10.1080/13632752.2019.1628340
Research output: Contribution to Journal › Article (Published) -
Getting More Out of Restorative Practice in Schools: Practical Approaches to Improve School Well-Being and Strengthen Community Engagement
(280 pages)
Research output: › Book (Published) -
ToM goes to a restorative school: exploring the potential for productive dialogue around theory of mind and restorative practice research
Research output: › Chapter (peer-reviewed) (Published) -
What can a socially just approach to education learn from alternative schools?
Research output: › Chapter (Published) -
International perspectives on alternative education: Policy and practices
Research output: › Chapter (peer-reviewed) (Published) -
International Perspectives on Alternative Education: Policy and Practice
(264 pages)
Research output: › Book (Published) -
Exclusion from school and recognition of difference
Research output: › Chapter (peer-reviewed) (Published) -
The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis
(23 pages)
In:
Child Abuse and Neglect, vol. 75, pp. 6-28
DOI: https://doi.org/10.1016/j.chiabu.2017.06.021
Research output: Contribution to Journal › Article (Published) -
Restorative approaches in schools: Current practices, future directions
(21 pages)
DOI: https://doi.org/10.1007/978-3-319-71559-9
Research output: › Chapter (peer-reviewed) (Published) -
School exclusion and adolescent mental health
Research output: Contribution to Conference › Other (Published) -
Closing the attainment gap in Scottish schools: Three challenges in an unequal society
(12 pages)
In:
Education, Citizenship and Social Justice, vol. 12, pp. 24-35
DOI: https://doi.org/10.1177/1746197916683468
Research output: Contribution to Journal › Article (Published) -
Mapping, measuring, monitoring achievement: Can a new evaluation framework help schools challenge inequalities?
In:
Improving Schools, vol. 20, pp. 5-17
DOI: https://doi.org/10.1177/1365480216688552
Research output: Contribution to Journal › Article (Published)