Our publications showcase research developed through our work with young people, communities, and partners. They reflect our commitment to producing inclusive, impactful knowledge that informs practice, policy, and social change.

---

• Davey, K. (2024) ‘Bucking the trend: high-achieving, working-class girls and their strategic university decision making.’ British Journal of Sociology of Education, 45(3) pp. 332-346. 
• Davey, K. (2025) ‘Beyond the Promise of Social Mobility? Re-thinking the purpose of higher education in England through high-achieving, working-class girls’ reflexive reasons for applying to high-tariff universities.’ Research in Post-Compulsory Education, 30(1) pp. 184-202. 
• Davey, K. (2025) ‘Striving to be super: the contradictions of academic success in high-achieving, working-class girls’ pathways to high-tariff universities.’ British Journal of Educational Studies, 73(2) pp. 215-234. 
• Davey, K., Russell, L., Jo, B., Ron, T. (2025) ‘Playing the Game? Young People ‘at risk’ of becoming NEET (not in education, employment or training) and their investment in education..’ Journal of Youth Studies, pp. 1-17.
• Franklin, A. (2024) ‘DISABLED CHILD PROTECTION – EVIDENCE FOR IMPROVED PRACTICE IN THE UK.’ Child Protection Handbook. pp. 189-197. 
• Ivinson, G. (2024) ‘Troubling and diffracting Winnicott’s pioneering approach to playing through Deleuze’s ontology for early childhood education.’ Pedagogy, Culture and Society, 32(4) pp. 953-966. 
• Larrington-Spencer, H., Platt, L., Wilkinson, S. (2025) ‘Walking and wheeling: Exploring the everyday access-making practices of disabled parents and/or parents of disabled children in Greater Manchester.’ North West Geography, 25(1).
• Platt, L., Devienne, E., Boycott-Garnett, R., Larrington-Spencer, H., Lovett, E., Naughton-Doe, R., Powell, A., Tucker, L., Stenning, A., Wilkinson, C., Wilkinson, S. (2026) ‘The ‘Walking/Wheeling With’ Framework: Establishing Walking/Wheeling with Children as a Mobility Justice Issue.’ Mobilities, pp. 1-16. 
• Russell, L., Davey, K., Thompson, R., Bishop, J. (2025) ‘How time is experienced and conceptualised when conducting ethnography mapping NEET interventions in education settings.’ Ethnography.
• Russell, L., Thompson, R. (2025) ‘Predicting educational exclusion: A literature review of risk factors associated with early leaving from education.’ European Educational Research Journal.
• Salt, K., Rubin, J., Jones, L., Slapakova, L., Wilkinson, B. (2025) ‘Evidence-based Diversity: Lessons from Beyond the Armed Forces.’ In Waruszynski, B., Yanakiev, Y., McDonald, D. (ed.) Team Diversity and Inclusion in Defence and Security International Perspectives. Springer Nature, pp. 179-194. 
• Trafi-Prats, L. (2026) ‘Thinking and Creating Space with Children: A Terrestrial Perspective.’ Discourse: Studies in the Cultural Politics of Education. 
• Weatherill, E., Corcoran, S., Ng, S.Y.C. (2024) ‘Street-connectedness through a Covid 19 lens: exploring media representations of street-connected children to understand their societal positionality.’ Global Studies of Childhood, 14(2) pp. 125-139. 
• Wilkinson, S. (2026) ‘An Autoethnography of My Experiences of Undergoing Fertility Treatment While Working as an Academic.’ Gender, Work & Organization.
• Wilkinson, S., Fenton, L. (2025) ‘Mother’s ruin? The relational alcohol consumption practices and experiences of mothers and their teenage and young adult children.’ Children’s Geographies.
• Wilson-Thomas, J., Corcoran, S. (2026) ‘Literacy and Girls at Risk of Exclusion.’ The Bloomsbury Encyclopedia of Gender & Sexuality. Bloomsbury.
• Wilson-Thomas, J., Corcoran, S.L., Jen, M., Davies, L.E. (2026) ‘Relational and Feminist Pedagogic Approaches for Developing Engagement and Inclusion of Girls at Risk of Exclusion in England.’ British Educational Research Journal (BERJ), 0(0) pp. 1-18.