Kerry Vincent

Senior LecturerKerry Vincent

Rehua 518
Internal Phone: 90350

Memberships

Research Interests

Past roles have included classroom teacher, educational psychologist and university researcher. These have left me with a broad range of educational interests but they all centre on my passion for social justice and include:
• Inclusion/exclusion (how learning environments, schools and classrooms can be organized and managed so as to enhance the learning and well-being of all students)
• Learner ‘differences’ and how these are conceptualized and responded to within educational institutions. Particular interests include those related to gender, ethnicity, disability and sexuality.
• Mental health and well-being and issues associated with ‘at-risk’ youth (truancy, exclusion, substance abuse, self-harming)
• Supporting pupils who are identified as having social, emotional or behavioural difficulties and those who are identified as having learning and/or developmental difficulties
• Teenage pregnancy, adolescent sexuality, and sex and relationship education
My doctoral research explored the educational inclusion/exclusion of pregnant and mothering schoolgirls.

Recent Publications

  • Vincent KA. (2012) Teenage Pregnancy, Motherhood and Education: Dealing with Difference. Stoke-on-Trent: Trentham.
  • Osler A. and Vincent K. (2003) Girls and Exclusion Rethinking the Agenda. Psychology Press. 201.
  • Sales N. and Vincent K. (2018) Strengths and limitations of the Education, Health and Care plan process from a range of professional and family perspectives. British Journal of Special Education 45(1): 61-80. http://dx.doi.org/10.1111/1467-8578.12202.
  • Vincent K. (2017) ‘It’s small steps, but that leads to bigger changes’: evaluation of a nurture group intervention. Emotional and Behavioural Difficulties 22(4): 303-316. http://dx.doi.org/10.1080/13632752.2017.1290882.
  • Vincent K. (2016) 'It's the best thing I've done in a long while': teenage mothers' experiences of educational alternatives. CRITICAL STUDIES IN EDUCATION 57(1): 55-69. http://dx.doi.org/10.1080/17508487.2016.1123167.