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Dr Eleni Dimitrellou

Dr Eleni Dimitrellou

Lecturer in Education

 4733

 +44 (0)1392 724733

 Baring Court BC110

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

Monday 3-5 pm, during term time; please send an email to arrange a meeting.

Overview

I am an educator and researcher specialising in inclusion and educational psychology. My research interests reside in the areas of inclusion, wellbeing in schools and relational approaches to education. I am particularly interested in research topics that focus on student sense of school belonging and the role of emotions in the curriculum to cultivate teacher and student socioemotional competencies; and teacher professional development through action research.

In the area of inclusion, my work lies in understanding the processes that contribute to developing an inclusive school ethos and nurturing a strong sense of belonging among students with special educational needs (SEN). In my doctorate, I explored the relationship between the inclusivity of school ethos and its effect on the social relationships and sense of school belonging of students with social, emotional, and mental health difficulties (SEMH) as a SEN category. My findings revealed a strong correlation between students with SEMH sense of school belonging and their perceived relationships with teachers. Interviews with SEMH students revealed that their perceived relationships with teachers are better with those who are approachable and skilled in managing misbehaviour effectively.

This has sparked my interest in research topics that promote teacher and student wellbeing in education through the use of relational approaches. I am particularly interested in research aiming to enhance teacher and student socioemotional (SEL) competencies by explicitly integrating socioemotional-oriented learning into the curriculum. Findings of my most recent pilot work showed that teachers might be more motivated to implement SEL interventions when these are integrated into their subject topic—rather than as add-on interventions not organically linked to the school curriculum.  

I am particularly interested in exploring the explicit integration of socioemotional learning in the curriculum through the use of research methodologies that actively involve teachers and students in curriculum development.

 

Qualifications

  • UCL, Institute of Education; Department of Psychology and Human Development; PhD in Educational Psychology and SEN (funded by the Greek State)
  • University of Exeter, GSE; Master of Education, SEN
  • National and Kapodistrian University of Athens; Ptychion in Philosophy, Pedagogy & Psychology.

I am also an Associate Fellow of the Higher Education Academy and a Chartered member of the British Psychological Society.

Links

Research group links

Research

Research interests

I am particularly interested in research collaborations that centre on inclusion, wellbeing in schools, and relational approaches to education. In my research projects, I have employed mixed methods, creative modes of inquiry, and action research to empower teachers and students to actively participate in school change initiatives. I am keen on supervising students in the following areas:

  • Socio-emotional Learning Competencies
  • Emotions in the Curriculum
  • Sense of School Belonging
  • School Stressors and Coping Strategies of Young Adolescents
  • Behaviour Management Strategies in Schools
  • Special Educational Needs and Disability
  • Inclusive Education
  • Teacher Education and Professional Development
  • Action Research-Lesson Study

Links


Publications

Key publications | Publications by category | Publications by year

Publications by category


Journal articles

Dimitrellou E, Koutsouris G, Pearson A (In Press). Has the explicit teaching of emotions a place in the secondary school curriculum? a small-scale PE-based study. Pastoral Care in Education
Dimitrellou E, Male D (2022). Creating inclusive schools: a self‐review tool for educational practitioners. Support for Learning, 37(2), 263-284. Abstract.  Full text.
Dimitrellou E, Macmillan P, Norwich B (2022). Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties. Journal of Research in Special Educational Needs Abstract.  Full text.
Robinson D, Codina G, Strogilos V, Dimitrellou E (2021). Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities, 49(4), 385-392.
Dimitrellou E, Male D (2019). Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?. Journal of Research in Special Educational Needs, 20(2), 87-96. Abstract.
Dimitrellou E, Hurry J, Male D (2018). Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education, 24(10), 1097-1113.
Dimitrellou E, Hurry J (2018). School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education, 34(3), 312-326.

Publications by year


In Press

Dimitrellou E, Koutsouris G, Pearson A (In Press). Has the explicit teaching of emotions a place in the secondary school curriculum? a small-scale PE-based study. Pastoral Care in Education

2022

Dimitrellou E, Male D (2022). Creating inclusive schools: a self‐review tool for educational practitioners. Support for Learning, 37(2), 263-284. Abstract.  Full text.
Dimitrellou E, Macmillan P, Norwich B (2022). Using OVIP Online: a teacher mediated computer-assisted programme for pupils with reading difficulties. Journal of Research in Special Educational Needs Abstract.  Full text.

2021

Robinson D, Codina G, Strogilos V, Dimitrellou E (2021). Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities, 49(4), 385-392.

2019

Dimitrellou E, Male D (2019). Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?. Journal of Research in Special Educational Needs, 20(2), 87-96. Abstract.

2018

Dimitrellou E, Hurry J, Male D (2018). Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas. International Journal of Inclusive Education, 24(10), 1097-1113.
Dimitrellou E, Hurry J (2018). School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity. European Journal of Special Needs Education, 34(3), 312-326.

eleni_dimitrellou Details from cache as at 2024-02-23 14:48:17

Refresh publications

External Engagement and Impact

Editorial responsibilities

  • Editorial Board of Special Educational Needs (specialty section of Frontiers in Education) as a Review Editor.
  • Regular Reviewer at the Journal for Lesson and Learning Studies.

Teaching

I am the programme lead of the SENCO Award Course, and I am teaching in different programmes offered at the School of Education. I am also supervising postgraduate students across the Masters Programmes; Doctor of Education in Psychology (DEd Psych), and Doctor of Philosophy (PhD) programmes.

 

MA Education Online

EFPM010Z3: Critical International Perspectives on Special and Inclusive Education

EFPM013Z: Introduction to Educational Enquiry

EFPM011Z3: Special Educational Needs: Learning, Teaching and Assessment 

 

MA Special Educational Needs

EFPM270: SEN Teaching and Learning

 

MSc Psychology (Conversion) 

PSYM220: Research Project 

ERPM010: Educational Psychology

Modules

2023/24


Supervision / Group

Postgraduate researchers

  • Fatimah Mohammed A Algonas
  • Bushra Alharbi
  • Zahra Alkhamis
  • Amal Alkhawfi
  • Patty Balliou
  • Jean Lang
  • Lizzie Lidster
  • Karen Mellish
  • Helen Stivaros
  • Charlotte Strange

Alumni

  • Emir Emre

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