Dr Elizabeth Nye

Elizabeth is a Departmental Lecturer on the Evidence-Based Social Intervention and Policy Evaluation (EBSIPE) course and a researcher with the Centre for Evidence-Based Intervention (CEBI). She is also a Research Associate at St Catherine's College.

Prior to arriving in Oxford, Elizabeth worked as a special education teacher for young adolescents with emotional and behavioural disabilities and for children with mild-moderate learning difficulties.  In this capacity, she collaborated with school psychologists, social workers, foster care workers, crisis management teams, and other clinicians to support her pupils’ social, emotional, behavioural, and academic development.

As such, Elizabeth’s research exists at the intersection of psychology, (special) education, and public health, recognising that supporting staff and students in schools requires an interdisciplinary approach.  She is interested in mixed methods approaches to questions around mental health and well-being in schools, teacher training, and special educational needs.

Her doctoral research, entitled ‘Classroom behaviour management to support children’s social, emotional, and behavioural development’, was funded through a Clarendon Fund Scholarship. Elizabeth has presented her research internationally in the Netherlands, Norway, South Africa, the United Kingdom, and the United States. In 2017, she was recognised as one of the best young scholars by the European Association of Developmental Psychology. Her research has won multiple awards from the Association of Child and Adolescent Mental Health, and in 2019 Elizabeth won the Humanities Innovation Challenge hosted by Oxford University Innovation and TORCH.


Elizabeth’s research focuses on mental health and well-being in the school environment, and she aims to improve the experiences and outcomes of both children and educators.  She has studied how teachers and schools can support the social, emotional, and behavioural development of children, with a particular concentration on proactive and positive classroom management strategies and supportive teacher-pupil relationships.  Another key area of her research is directed at reducing teachers’ occupational stress/burnout and promoting workplace well-being for teachers, from changes that can be made at the individual level to those that require structural modifications.

Elizabeth has a wide range of research experience in both quantitative and qualitative systematic reviews (including multilevel meta-analysis, qualitative meta-synthesis, and mixed methods cross-synthesis), randomised controlled trials (both in community and laboratory settings), and qualitative interviews.  Most recently, Elizabeth has collaborated on projects with colleagues from the University of Exeter’s Medical School, the Institute of Psychiatry, King’s College London, and the London School of Hygiene and Tropical Medicine.

  • Psychological distress among primary school teachers: a comparison with clinical and population samples.

  • School-based anti-bullying interventions for adolescents in low- and middle-income countries: A systematic review

  • Context and Implications Document for: Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme

  • Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme

  • Stigma related to targeted school-based mental health interventions: A systematic review of qualitative evidence.

  • Is Location of Sex Associated with Sexual Risk Behaviour in Men Who Have Sex with Men? Systematic Review of Within-Subjects Studies.

  • Context and Implications Document for: Origins, methods and advances in qualitative meta-synthesis

  • Origins, methods and advances in qualitative meta-synthesis

  • Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators

  • Mixed methods systematic review of a teacher classroom management programme: effectiveness and stakeholders' experiences