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, 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 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 in international conferences in the Netherlands, 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, and her research has won multiple awards from the Association of Child and Adolescent Mental Health.  

Elizabeth’s research focuses on mental health as public health, with a particular interest in how to address these issues in the educational environment.  She is dually interested in children’s academic and emotional/behavioural development as well as in teachers’ professional development.  Given an international movement towards inclusive education for children identified with special educational needs and disabilities, Elizabeth’s research recognises that educators often feel inadequately trained to support the wide range of children’s needs in their schools.  Therefore, she seeks to identify and better understand strategies and programmes aimed at improving educators’ interactions with the children in their schools, so that all might experience improved outcomes.

Elizabeth has worked on a number of research projects across the fields of Psychiatry/Public Health, Special Education, and Psychology.  She has experience on randomised controlled trials in both community and laboratory settings and has conducted qualitative interviews with primary school educators.  Elizabeth has experience in both quantitative and qualitative systematic reviews, including multilevel meta-analysis, qualitative meta-synthesis, and mixed methods cross-synthesis.  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.

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

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

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

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

  • 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

  • More
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