Since 2022, through its annual Northern Ireland Life and Times and Young Life and Times surveys, ARK has collected data on gender-based violence among representative samples of adults and 16 year olds in Northern Ireland. Alongside information collected from other stakeholders, such as the Police Service of Northern Ireland, and the women’s, youth and education sectors, ARK’s social attitude data has helped to develop key policy indicators that form the basis of the Strategic Framework.  

The surveys asked respondents about their experiences of online and face-to-face violence, and barriers to reporting gender-based violence, as well as attitudes towards violence and bystander behaviour. We found, for example, that 75% of all 16 year old girls had experienced street harassment, whilst over half of girls had received unwanted texts of videos containing sexual content. One in five 16 year old boys did not think there was anything wrong with making sexist jokes, cat-calling or posting nasty sexual messages on social media.

More detailed results on gender-based violence can be found on the ARK website.

I redesigned the courses to reflect current evidence-based models and secured accreditation with the British Association for Behavioural and Cognitive Psychotherapy.

Our courses are highly valued and commissioned for all Northern Ireland Health and Social Care Trusts and the Health Service Executive regions in the Republic of Ireland. I am particularly proud that we are training Research Clinicians on our specialist trauma focussed MSc and many are now therapists in our complex PTSD trial.

My studies have been recognised internationally. I have been invited to provide many workshops after large scale traumas including: the 9/11 New York attack in 2001; the 7/11 London bombings in 2005; the Oslo bombing and Utoya Island shootings in 2012; and the Manchester Concert bomb in 2017. Some of my most influential work has been providing expert commentary in television documentaries screened on the BBC, BBC Persia and Channel 4.

In 2022, with Oxford University colleagues, as Principial Investigator I commenced a multi-site randomised control test (RCT) to test Trauma Focussed Cognitive Therapy for Complex PTSD, funded by a £2 million grant from the National Institute for Health and Care Research. Our group is also developing a new cognitive model for Prolonged Grief Disorder. 

In 2022, with Queen’s University colleague Ciaran Mulholland, I designed a mental health assessment framework for the new Troubles Pension scheme which has now received over 10,000 applications.

It is important to disseminate our research and knowledge. Thus, I have been a member of the UK Trauma Council since its formation in 2020 and in January 2024 I accepted an invitation to join the Mental Health Advisory Panel of the National Emergencies Trust. My current international activities include: training mental health clinicians in Ukraine; providing expertise to colleagues at the North-West University, South Africa, for a psycho-social therapeutic programme for police officers; providing expert advice to colleagues at Curtin University in Australia for an RCT testing internet delivered cognitive behaviour therapy for adolescent grief.

The project is led by SSESW professors Mandi MacDonald and Berni Kelly. The visit saw young people and staff from Mamelani Projects, Cape Town meet with their Northern Irish peers at Voice of Young People in Care (VOYPIC) to explore similarities and differences in their experiences of leaving care and to identify advocacy strategies. The group spent the week meeting policy influencers including the Lord Mayor of Belfast and the Northern Ireland Commissioner for Children and Young People (NICCY), learning about supports for young people leaving care – and, of course, introducing our visitors to Northern Irish food, culture and weather.

With the help of Queen’s colleagues, professors Cahal McLaughlin and Pedro Rebelo, the group are making a film and soundscape reflecting their shared and diverse perspectives on leaving care. Together they are building skills and connections for advocacy, equipping care-experienced youth to spotlight their priorities for research and action.

The young leaders from VOYPIC in Belfast and Mamelani Projects in Cape Town received a very warm welcome during the programme of activities, including from the Lord Mayor of Belfast Councillor Murray, Queen’s University colleagues, VOYPIC, NICCY and the staff and local politicians at the Northern Ireland Assembly at Stormont.

The project is funded by AHRC and ESRC Impact Acceleration Accounts at Queen’s University Belfast and is a collaboration with the Children’s Institute at the University of Cape Town. For more information, you can email Professor Mandi MacDonald at m.macdonald@qub.ac.uk.

The Kosovan visitors (pictured) participated in a three-day workshop while in Northern Ireland, a collaboration between CSE, the British Council and Ulster University and supported by the Mayor of Kamenica (Kosovo) and the Kosovan Prime Miniter’s Office. The group heard from academics in CSE and Ulster and met with educators and Education Authority officials during a visit to the Ballycastle Shared Education Campus. They also had the opportunity to attend the History of the Troubles exhibition at the Ulster Museum. The visit builds upon a long-standing collaboration between educators in Kosovo and CSE. Follow-up activity is intended to initiate a first shared education school-based project between Albanian and Serb schools in the municipality of Kamenica.

Also in January, a group of academics and postgraduate students from Hanze University of Applied Sciences, Groningen met with colleagues and a student from CSE in January to explore issues relating to the education system in Northern Ireland, social justice in education, and the role of education in divided societies. The visit was organised through the Northern Ireland Council for Integrated Education and the group also met with CSE associates in the School of Psychology at Queen’s University and with colleagues in Stranmillis University College, Belfast.

The article has been included in BERA’s 50@50 report which charts half a century of educational research through 50 studies that “have had a significant impact on educational policy, educational practice, research methodology and/or educational theory”. The article can be read or downloaded from the British Educational Research Journal.

Professor Joanne Hughes, Director of our Centre for Shared Education, commented on the BERA recognition:

“We are proud to represent Queen's University in the final selection, which includes publications from world-leading education researchers. Our paper reviewed efforts to promote social cohesion through education in Northern Ireland since the outbreak of conflict. It focused on the establishment of shared education as a curriculum-based effort that could bridge the gap that existed between short-term contact initiatives within separate schools and fully integrated education.”

Additionally, Big Feelings teaches autistic children how to handle big feelings such as sadness, anger and frustration by demonstrating various calming strategies for each emotion. These self-management skills are supported in the SOS area, where the children can communicate how they are feeling during periods of overwhelm, and the app will remind them of their calming strategies. Lastly, the children can practice responsible decision-making, social awareness and relationship skills through interactive, choice-based scenarios.

Big Feelings addresses several limitations found in existing SEL apps, such as their simplicity, performance and reliance on cartoons and emojis to teach different emotions. Many of these apps also lack individualization and contextual relevance for the learner. Devon is trialing the Big Feelings app as a teaching tool in her research and will then share the app with families and educators.

The app was developed in consultation with autistic community members and School of SSESW colleagues Nichola Booth and Jenny Ferguson. This unique opportunity was made possible through our Centre for Technological Innovation, Mental Health and Education (TIME).

The Summer School, organised by the European Society of Criminology (ESC) in collaboration with the University of Lausanne, is a groundbreaking initiative designed to foster the education and professional growth of early-career criminologists. The five-day programme featured a curriculum closely aligned with the ESC’s broader mission to strengthen the scientific community and prepare us for the future of criminology. Highlights included opportunities to learn from some of the most respected figures in the field. Their mentorship and insights into conducting high-quality research were invaluable.

The programme not only equipped me (middle row, left) with essential skills for my own research but provided practical guidance on securing research funding, a critical aspect of my future academic career. The ESC’s commitment to bridging current practices with future advancements was evident throughout the course, and I left Lausanne feeling more confident and prepared to contribute to the field of criminology. The connections I made there have already begun to open doors for future collaborations and opportunities.

My time at the European Summer School on Criminology was an enriching experience that I will carry with me throughout my academic journey. It was a privilege to be part of such an innovative and forward-thinking programme. I am excited to see how the knowledge and networks I gained will shape my future in criminology. I encourage other early-career researchers to seek out opportunities like this, as they are invaluable for both personal and professional development. 

Dr Caitlin Donnelly (SSESW) commented:

“Through this partnership, we aim to use Queen’s University expertise to foster a culture of rigorous research and inquiry among leaders, teachers and students in St Dominic’s. We are supporting them in building capacity in evidence-informed practice, in order to engage with research in meaningful ways and create lasting impact in education.” 

The new Research School initiative emphasizes SSESW’s commitment to community engagement, showcasing the vital role universities play in strengthening links between academia and schools to enhance the educational experience. 

Leadership has always been a way for me to create positive change. The MSc Educational Leadership programme at Queen’s University Belfast focuses on reflective leadership and innovative approaches that resonate with my work, offering insights into managing diverse teams and implementing change - key aspects of my goals.

My parents returned to Northern Ireland a decade ago, while I remained in Malaysia. Now, I’ve relocated to be closer to them and start a new chapter. Queen’s reputation in educational leadership and its emphasis on meaningful change, alongside learning from experienced staff and peers, made it the ideal choice.

Adjusting to the slower pace of life in Northern Ireland has been refreshing, offering peace and reflection. The MSc course has broadened my perspective on leadership, encouraging me to think about how systems influence change and my role in driving positive impact.

There’s so much on offer at Queen’s - it’s inspiring but requires good time management to make the most of it. The Graduate School is an excellent resource I use often, and the library’s online resources have been invaluable.

I am really interested in instructional design and integrating Arts into education and training. I’ve done leadership through theatre and 'whodunit' dinners for my clients. Currently, I’m collaborating on a dynamic course focused on introducing DNA for secondary students interested in biotechnology. I love using storytelling, theatre techniques and gamification to make complex concepts or subjects engaging and accessible.

I aim to combine my background in the Arts and my training on the MSc Educational Leadership to create innovative education programmes on a larger scale. My goal is to empower people to learn and lead in meaningful ways and Queen’s is one of my current stops on the way there.

CSE’s Dr Gavin Duffy led a session for the visitors on the role of education in peacebuilding, hosted at the new Limavady Shared Education Campus which brings together St Mary’s and Limavady High School. The briefing was followed by a question and answer session, where the visitors gained valuable insight from the principals and teaching staff of Limavady High School and St Mary's, and included a tour of the new campus. 

Relating to the collaboration between our Centre for Shared Education and the British Council, the Centre along with colleagues in Ulster University has been commissioned by the British Council to develop a three day training programme suitable for international groups that would like to learn more about the vital role of education in Northern Ireland’s continuing peace-building process. 

A new paper on heritage literacy, based on Ibrar Bhatt’s data collection in Hong Kong, presents a gentle critique of heritage language and how it differs from heritage literacy. Towards Understanding Heritage Literacy was co-authored with Zhen Li (University of Hong Kong).

In November 2024, a celebration of the Yours, Mine and Ours partnership project took place at Queen’s University Belfast. The partnership between Queen’s and Lisburn Museum sustains collaborative relationships with local migrant communities and explores cultural inclusion, belonging and the value of museum learning. Aisling O’Boyle, Centre Director, was awarded a research grant in June 2023 from the UK Centre for Cultural Value to support innovative new partnerships between cultural sector practitioners and academics. The event at Queen's included outcomes from the project, film footage, and speeches by invited guests.

Centre colleagues Mel Engman, Cristina Martínez López and Fionnghuala Nic Roibeaird gave a presentation at the Irish Association of Applied Linguistics annual conference in University College Cork in November. Their paper was well received, generating lots of comments and questions from the conference audience. Title: Multi-sensory languaging with the Irish natural world.

School of SSESW academic Gemma Carney (Social Policy) has been leading the development of the Queen’s on Ageing research network. Gemma commented:

“I have been researching ageing at Queen’s since 2014 and became increasingly frustrated with the barriers to cross Faculty collaboration, so I decided to do something about it. Now, thanks to a successful collaboration with Carmel Hughes in Medicine, Health and Life Sciences and Mihalis Doumas in Engineering and Physical Sciences, Queen’s has a strong presence in research and policy in ageing societies. Our members work on everything from Parkinson’s and dementia to longitudinal research and geriaction movies. The full breadth of gerontological knowledge is represented.”

The network is a member of UKAgeNet, a consortium of 60 leading research centres on ageing, which works with policy-makers such as Chris Whitty (Chief Medical Officer for England and Chief Medical Adviser to the UK Government) in order to tackle the long-term challenges of demographic change.

The Queen’s on Ageing network makes it easier to demonstrate why Queen’s University has an outstanding reputation for research on ageing in medical, social, cultural and allied disciplines. Significantly, the NICOLA project has established Queen's as a key player in longitudinal research  - the gold standard in terms of health and policy planning in ageing societies around the globe. The Queen's on Ageing network provides a space for researchers across disciplines to pool their expertise and collaborate on topics relating to supporting and advocating for our older population.

Current consultations about lynx reintroductions in England and Scotland are the latest of several such proposals over the last decade. Taken aback by the very limited consultation with livestock- and land-owners in Britain or Ireland on this important issue, SSESW colleague Jonny Hanson set out to consider them. For his Nuffield Farming report, he interviewed farming and rewilding leaders across both countries. He conducted more than 40 interviews and visits across western Europe and North America, seeking insights on how coexistence between livestock farming and large carnivore conservation could be managed and governed when these species return to a landscape.

Overall, farming leaders were very sceptical about lynx and wolf reintroductions, mainly for political, economic and ecological reasons. They were also wary of the suite of management tools that can facilitate coexistence between large carnivore conservation and livestock farming: deterrence, finance, force and enterprise. Only governance emerged as an area of common ground between agricultural and rewilding leaders, namely that it is essential in any discussion of potential reintroductions.

And the short answer to our question? Social science is absolutely critical to understanding the feasibility of these proposals. But as this pilot study shows, the reintroduction process itself is likely to be socially complex, contested and costly.

For the long answer to this query, read the Nuffield Farming report or this article in The Conversation.

In September, Gemma Carney gave a keynote speech to the British Psychological Society Faculty of Psychologists working with Older People annual conference. Her presentation Critical Questions for Psychologists working with Older People highlighted the gaps between myths and evidence around ageing. For example, research evidence dismisses the idea that retirement is good for us, or that planning for ageing populations is primarily about older people. 

ARK’s three annual surveys continue to provide independent and trusted data on public attitudes to key social issues.

A report by Paula Devine and Martina McKnight, with Nicole Bond and Siobhan O’Neill (Mental Health Champion) and based on findings from the 2023 Northern Ireland Life and Times survey, found that nearly half of respondents seeking mental health support or treatment did not receive an intervention within the nine week target highlighted in the Mental Health Strategy.

The 2024 Young Life and Times survey of 16 year olds included questions on bereavement for the first time. The questions were funded by Marie Curie. Dirk Schubotz, Christine Irvine and Joan McEwan reported that respondents were in favour of grief education and bereavement support being offered in schools. These would help destigmatise death and grief and provide young people with a range of tools and practical support measures to help them cope with and understand their own bereavement, and to support others.

I rejoined SSESW to take up my Lectureship and continue research which gives prominence to the views of young people, who are at the heart of the education system. As a former French teacher and Head of Department at post-primary level, I have direct experience of the unintended consequences of education policies on the lives of children and young people.

My own research focuses on children and young people’s educational experiences and on education policy. I’m particularly interested in how young people make decisions about education, and constraints on their decision-making.

I am Programme Director for the new BA(Hons) Education Studies, launching in September 2025 with two new degree programmes: BA Education Studies; and BA Education Studies and Sociology. The teaching staff are also active researchers and will share with students their expertise in areas such as educational effectiveness, inclusion, education in deeply divided societies, children’s rights, Teaching English to Speakers of Other Languages and applied linguistics. I was delighted to be appointed as the first ever Director of this programme and look forward to meeting our first cohort of students.

Outside my core work at SSESW, I’m a committee member of the University’s LGBT+ Staff Network ‘PRISM’ and am involved in work across Queen’s which ensures that staff and students can bring their whole selves to their work and study. I also co-convene the British Educational Research Association’s Early Career Researcher Network and am Co-Editor of the online policy journal ‘Languages, Society & Policy’ based at the University of Cambridge.

I have always loved black cats and my favourite pastime is encouraging colleagues and students to adopt a cat! My own cat, Samhain, is opposed to me adopting more cats.

STEM subjects comprise science, technology, engineering, and mathematics. STEM Learning’s vision statement is: “We are dedicated to empowering young people with the skills and knowledge to thrive through effective teaching and learning.” The training initiative at SSESW empowered non-specialist Chemistry teachers in Northern Ireland to increase their confidence, skills and knowledge in GCSE Chemistry teaching.

One of the academic hosts for the training event was SSESW colleague Dr Hazel Khamanra (PGCE Science) who commented: “We were delighted with the enthusiasm of the participants, who came from across the province with a range of experience and teaching backgrounds. Special thanks go to Dr Johanne Brolly for all she has contributed to the PGCE Science Course at Queen’s University over the years and to this further professional development for teachers.”

The teachers participating in the STEM Learning programme of training remarked on the benefits they gained from the sessions. One teacher said:

“This workshop has given me additional knowledge as a non-science specialist, which is beneficial for myself and my pupils”. Another participant commented: “I learned new ideas of how to teach chemistry in fun ways.”

Karola said:

“I am delighted and humbled to have been elected as incoming President of EABA. I will be working with an international Board of Directors to serve the community of behaviour analysts as well as those they support all over Europe.”

EABA provides an international forum for the promotion of the science of behaviour analysis in Europe. Behaviour analysis is the scientific study of behaviour that has a wide range of applications, including: supporting autistic children and adults and their families; nurturing education across all sectors, including for those with special educational needs; promoting organisational behaviour management; and generally fostering relationships, inclusion and diversity. EABA includes a large network of individuals, agencies, universities, research centres and Affiliated Chapters that come together to ensure accurate and reliable dissemination of conceptual, experimental and applied behaviour analysis. It nurtures high quality research and education and professional recognition of behaviour analysts throughout Europe. 

Project focusing on the analysis of verbal behaviour: The effects of tact instruction on the acquisition of vocabulary in two foreign languages. Mariana Farias da Cunha (Federal University of São Carlos, Brazil) completed a visit (November 2023 to April 2024) at the Centre, supervised by Katerina Dounavi and supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil.

Virtual Reality Classroom (with TIME Centre) - Led by Dr Nichola Booth, this pilot programme is trialling a bespoke VR classroom experience to help young people with an autism diagnosis who attend mainstream school to improve their attendance and classroom behaviours. It combines technology and scientific principles from behaviour analysis to teach, through gamification, ways to help improve school experiences.

The Blue Star Project: Providing vocational training and employment opportunities to young people on the autism spectrum - Helping young people with disabilities, including autism, gain meaningful employment is an important aim towards living an autonomous and fulfilling life. This project, led by Dr Katerina Dounavi, focuses on the evaluation of an innovative vocational training programme and employment placement. It aims to determine best practice that can be used at a larger scale, nationally and internationally. 

The eVeRsafe project with Dr Jenny Ferguson, is a multi-national project led by the University of Galway to create a curriculum to teach emergency-related safety skills to autistic adults using Virtual Reality. It involves input from an autistic advisory panel alongside caregivers and professionals and includes a literature review, creating teaching materials and a series of pilot studies. 

During my studies, I worked closely with children facing diverse challenges, including Autism, Attention Deficit Hyperactivity Disorder, and Global Developmental Delay. My work involved developing and tailoring Individual Education Plans, facilitating assessments and fostering a supportive learning environment. It allowed me to bridge academic theory with practical applications, ensuring I could immediately implement what I learned in my professional settings.

Choosing Queen’s University for my postgraduate studies was an easy decision. As one of the top Russell Group Universities in the UK, it is known for its rich history, academic excellence and teaching standards. The outstanding support for international students further solidified my choice. The School of Social Sciences, Education, and Social Work (SSESW) provided a stimulating academic environment that challenged me to think critically about terminology and practices in special education. The Graduate School at Queen’s, with its exceptional resources and workshops, was a standout feature of my journey. It offered training in academic skills such as thesis writing and conducting focus groups, as well as career development courses in leadership, project management and research profiling.

My time on the Inclusion and Special Needs Education programme was transformative. The modules reshaped my understanding of special education, equipping me with the knowledge to support students with learning differences effectively. My personal experience with dyslexia was never seen as a limitation by the academics. Instead, it became an opportunity to share insights, both as a student navigating challenges and as an educator striving to make a difference. This dual perspective enriched classroom discussions and inspired me to continue advocating for inclusive education.

These experiences not only enhanced my skills but also reaffirmed my goal to create a world where no child feels unsupported or unseen. I aspire to implement innovative strategies that celebrate diversity and meet individual learning needs, empowering both students and educators.

In my experience, Queen’s University is an exceptional place for international students, offering outstanding facilities, a welcoming community and unparalleled support systems. I am incredibly proud to be a QUB graduate. Looking ahead, I am eager to continue making a meaningful impact in the field of special education, driving change and ensuring every student receives the support and guidance they deserve. For me, the journey of learning and growth never ends, and I am excited to see where it takes me next.

In September, Centre Director Professor Laura Lundy and colleague Professor Kylie Smith (University of Melbourne) delivered a joint keynote at Griffith University's national conference on extended education in Australia.

Drawing on their combined research, policy and practice experience, Siobhán McAlister was part of a team from Queen’s University, Ulster University, Co-operation Ireland and the cross-Executive Tackling Paramilitarism, Criminality and Organised Crime Programme who produced a discussion paper exploring the persistent presence of paramilitary groups in Northern Ireland. Hosted by ARK and supported by the ESRC Impact Accelerator Account, the paper was launched to coincide with the 30-year anniversary of ceasefires by paramilitary groups in Northern Ireland.

In September, the Centre hosted Dr Holly Doel-Mackaway from Macquarie University, Sydney, who spoke on ‘Ask Us … This is Our Country’: Decolonising Indigenous Children’s Participation in Research and Public Decision-Making. In October we hosted Nicolás Ibáñez Meza, Chile, who spoke on ‘A goal or a tool? About the Legislative Comprehension of the Best Interest of the Child Principle’.

In October, Laura Lundy spoke at the launch of the Irish Department of Education's Expert Review on Student Participation. Laura was appointed by Minister Foley to chair the review group. The recommendations will inform the work of the department in relation to the involvement of students in policy-making in education in Ireland. 

Professor Bronagh Byrne was keynote speaker at the Irish National Association of Boards of Management of Special Education annual conference in October. Bronagh spoke on the theme of rights and belonging in an inclusive education system.

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