Doctoral Supervision and Researcher Development
Doctoral supervision and researcher development are central to my academic work. I support researchers in connecting rigorous inquiry with educational, professional, and societal questions, and in developing their capacity to publish, collaborate, and contribute independently to their fields.
My supervision spans inclusive education, disability, educational psychology, well-being, early childhood education, career development, and digital learning. Many former doctoral researchers continue to collaborate with me as academic colleagues and professional partners.
Completed doctoral supervision
Recent awards
Catriona Hodgers (Ph.D.), Trinity College Dublin (2026).
Primary supervisor. Research in early childhood education, connecting professional practice with educator preparation and educational inquiry.
Edel Lynn (Ph.D.), Trinity College Dublin (2026).
Primary supervisor. Research in early-years inclusion, with continuing engagement in inclusive education.
Earlier completions
Stella Wai-Wan Choy (Ph.D.), Trinity College Dublin (2024).
Co-supervised with Aoife Lynam.
School-based constructive play focusing on anxiety and autism: Evidence from a novel “Build-to-PlayTM” study with children.
Mary Quirke (Ph.D.), Trinity College Dublin (2023).
There has to be more than one way – How the learning experience of people with disabilities can inform career guidance.
Michele Kehoe (D.Ed.), Trinity College Dublin (2023).
Thinking, feeling, including: An exploratory study of emotional intelligence and attitudes and intentions towards inclusion among a sample of Irish primary school teachers.
Xi-Ning Wang (Ph.D.), Trinity College Dublin (2023).
Co-supervised with Gareth Young, School of Computer Science and Statistics.
The utilization of extended reality to facilitate quality education and reduce inequalities.
Caroline Lloyd (Ph.D.), Trinity College Dublin (2022).
An exploration of female adolescent experiences of abortion and miscarriage from an adult retrospective bio-psycho-social perspective.
Ke Ren (Ph.D.), Trinity College Dublin (2022).
“Dads are there, they are not gone missing.”: The role and involvement of fathers/dads in the lives and education of children with Special Educational Needs and/or Disabilities (SEN/D) within an Early Intervention (EI) context.
Rory O’Sullivan (Ph.D.), Trinity College Dublin (2017).
Co-supervised with Michael Shevlin.
From the ‘Cinderella’ to the ‘Fourth Pillar’ of the Irish education system – a critical analysis of the evolution of further education and training in Ireland.
Emily Clarke-Jones (Ph.D.), Glyndŵr University, Wales (2016).
Co-supervised with Christopher Alan Lewis, Glyndŵr University.
Examining organizational change through the perspective of the psychological contract: Evidence from two secondary schools situated in North East Wales.
Pauline K. Cummins (Ph.D.), Glyndŵr University, Wales (2016).
Co-supervised with Christopher Alan Lewis, Glyndŵr University.
The Dark Triad and involvement in on and off-line bullying in Irish adolescents: Implications of coping for mental health.
Aoife O’Brien (Ph.D.) (IRCHSS Scholar), Trinity College Dublin (2015).
Bereavement and grief responses in the Irish education sector: Mapping the terrain and development of an educational response.
Alison Doyle (Ph.D.), Trinity College Dublin (2015).
Co-supervised with Michael Shevlin.
Scaling the mountain: the topography of disability and transition to post-secondary education.
Kate Carr-Fanning (Ph.D.), Trinity College Dublin (2014).
Co-supervised with Michael Shevlin.
“There’s Nothing So Wrong with You, That What’s Right with You Couldn’t Fix”: Exploring the lived experiences and coping strategies used by young people with ADHD.
Lucie Corcoran (Ph.D.), Trinity College Dublin (2013).
Traditional bullying and cyberbullying at post-primary school level in Ireland: Countering the aggression and buffering its negative psychological effects.
Paul K. Gilbert (Ph.D.), Glyndŵr University, Wales (2013).
Co-supervised with Christopher Alan Lewis, Glyndŵr University.
Policing change-changing police: From RUC to PSNI, the impact of the Patten Report on the officers directly affected by it.
Danielle Farrell (Ph.D.), Trinity College Dublin (2012).
Retrospective phenomenological view of cyberbullying from third level students in Ireland.
Doctoral research at examination and completion stages
The following statuses reflect the September 2026 record; an examination or amendments stage is distinct from an awarded doctorate.
- Eva Perez: awaiting viva voce examination.
- Zoe Zheng: awaiting viva voce examination.
- Daniel Twomey: awaiting viva voce examination.
- Moira O’Sullivan: completing post-viva amendments.
- Emer Marie Byrne: completing post-viva amendments.
- Sinead Moran: completing post-viva amendments.
Current research supervision
- Ciara Matthews (Ph.D.)
- Niamh Price (D.Ed.)
- Wei Ming (Ph.D.)
Researcher Development and Continuing Collaboration
My approach to supervision includes support for research design, scholarly writing, publication, and participation in academic and professional networks. I seek to create opportunities for researchers to develop their own voice and leadership, including through collaborative publications and international exchange.
- Mary Quirke: doctoral research on disability and career guidance developed into continuing collaboration on UD and UDL, including our co-authored Routledge book with Patricia McCarthy.
- Stella Wai-Wan Choy: doctoral research generated the Build-to-Play programme, connecting constructive play, anxiety, and inclusive participation. Continuing collaboration links research with professional resources and practice.
- Aoife Lynam (O’Brien): collaboration has continued through methodological scholarship and co-editing Contemporary Issues in the Psychology of Education.
International researcher development also includes my chairing of the 13th ECADOC Summer School at Trinity in 2026, in collaboration with COST Action CA23112.
For enquiries about research aligned with my interests, please get in touch.