Bullying

  • Purdy, N. (2014) Disablist Bullying in Northern Ireland and the Republic of Ireland: An investigation of student teachers’ knowledge, experience, and confidence

    This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in […]

  • Purdy, N. (2015) Disablist Bullying: giving a voice to student teachers

    This paper reports in detail on the qualitative findings from a study which aimed to critically examine the experiences and […]

  • Purdy, N. (2015) Cyberbullying, Schools and the Law: A comparative study in Northern Ireland and the Republic of Ireland

    Background: This study addresses the fast developing behavioural issue of cyberbullying in schools and its complex legal context. Purpose: This […]

  • Purdy, N. (2016) A critical investigation of the nature and extent of cyberbullying in two post-primary schools in Northern Ireland

    This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary […]

  • Purdy, N. (2016) A content analysis of school anti-bullying policies in Northern Ireland

    This original study presents a content analysis of 100 primary and post-primary school anti-bullying policies in Northern Ireland using a […]

  • Purdy, N. (2016) The Addressing Bullying in Schools (Northern Ireland) Bill and Act 2016

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CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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