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Event

Innovations in Education Policy

29 June 2026 12:00 pm - 2:00 pm

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The Institute for Social Justice is pleased to organise this online session, which will introduce decision makers and educational leaders to innovative policy-oriented findings in education research

The session is organised around a series of short policy briefs on the following themes:

  • Preparing school students for active citizenship | Prof. Tom Dobson
  • Eliminating barriers to and reforming toilet access in schools: a public health case | Dr. Charlotte Haines Lyon
  • Working with neurodivergent pupils to enhance transition, belonging and attendance in mainstream secondary schools | Prof. Lorna Hamilton & Sue Mesa
  • Enabling access to music education through cross-sector collaboration |Dr. Sarah-Jane Gibson
The research projects were carried out with support from the Institute for Social Justice, a university wide institute promoting social justice through developing co-productive research to produce social impact and positive change. The research findings have been obtained through working with students, teachers, parents and educational institutions. Research findings propose innovations targeting policy education in Yorkshire and beyond by following participatory approaches and democratic methodologies inclusive of children and young people.

Running order

12:00 

Welcome and introductions 

12:10 

Preparing school students for active citizenship 

12:27 

Eliminating barriers to and reforming toilet access in schools: a public health case 

12:45 

Break 

12:50 

Working with neurodivergent pupils to enhance transition, belonging and attendance in mainstream secondary schools 

13:07 

Enabling access to music education through cross-sector collaboration 

13:25 

Close

Presentations

Prof Tom Dobson presents research findings that suggest how school students can implement real-world projects that matter to them and that help them to develop competencies for the workplace. Below links to the research evidencing these results:

Dr Sarah-Jane Gibson presents research findings that suggest a city-wide and cross-sector collaboration is necessary to ensure that music education is more even across different schools in York.

Dr Charlotte Haines-Lyon presents research findings about the barriers accessing toilets in schools in England. Restricted toilet access represents an under-recognised but significant public health issue affecting children and young people.

Because the early years of secondary school are pressure points for autistic and neurodivergent pupils, Prof Lorna Hamilton and Sue Mesa present research that helps young people to transition from primary to secondary school in more positive ways. To read more about these findings, visit:

Academics

Tom Dobson staff profile image

Prof Tom Dobson

Prof Tom Dobson is Professor of Education. Tom’s research takes place in both primary and secondary education settings, with a focus on teacher professional development and promoting the agency of children and young people through creative writing pedagogies and participatory action research. His research has been funded by AHRC, ERASMUS and the Institute for Social Justice-YSJ.

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Staff profile image of Sarah-Jane Gibson

Dr. Sarah-Jane Gibson

Dr. Sarah-Jane Gibson is a Lecturer in Music. She engages with music research and teaching across formal and informal education settings, focussing on cultural inclusion and community building. Her research uses a ‘communities of practice’ framework, which focuses on how people learn through engaging with one another through practice. Her research has been funded by the Margaret A. Cargill Philanthropies and the Institute for Social Justice-YSJ.

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Profile image of Charlotte Haines Lyon

Dr. Charlotte Haines Lyon

Dr. Charlotte Haines Lyon is Associate Professor in Children, Young People, and Education. Charlotte has worked in a variety of youth and community settings, including adult education. She has been leading the Toilet Talk project, researching school toilets, using democratic methodologies for over three years. Her work has been funded by the Gender and Education Association, The Leverhulme Trust and British Academy, and the Institute for Social Justice-YSJ.

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Staff photo of Dr Lorna Hamilton

Prof Lorna Hamilton

Prof Lorna Hamilton is Professor of Developmental Psychology and Inclusive Education. Lorna’s work focuses on diversity in learning and cognition across the lifespan, and in how educational experiences relate to mental health and well-being. She advocates for neurodiversity-affirming education in schools and universities using longitudinal designs and participatory approaches. Her research has been funded by Sir Halley Stewart Trust, National Institute for Health and Care Research, Experimental Psychology Society and Institute for Social Justice-YSJ.

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A staff profile image of Sue Mesa

Sue Mesa

Sue Mesa is a Senior Lecturer in Occupational Therapy. She spent over 10 years in clinical practice before joining academia and continues to offer supervision to Occupational Therapists in practice. Her specialism is learning disability and autism. Her most recent research centres on experiences of mainstream (secondary) schooling for autistic young people, using longitudinal designs. Her research has been funded by The Elizabeth Casson Trust and The Constance Owen Trust.

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