Professor Gary Thomas

Professor Gary Thomas

School of Education
Emeritus Professor of Inclusion and Diversity

Contact details

School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Professor Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education – at the University of Leeds, at Oxford Brookes University, UWE and University College London – his teaching and research have focused on inclusion, special education, and research methodology in education.

Gary has received research funding as principal investigator from the AHRC, the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfE, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education.

He has also recently led an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research.

Gary Thomas was executive editor of Educational Review for over six years and he was the founding co-editor of the International Journal of Research and Method in Education. He was also a co-editor of the British Educational Research Journal

His latest book, published by Oxford University Press, is entitled Education: A Very Short Introduction, and his book for students on research methods, How to do Your Research Project, is now in its third edition. Gary Thomas’s work has been translated into seven languages.


  • PhD
  • MEd (Ed Psych)
  • CPsychol
  • PGCE
  • BA (Hons) Psychology

Postgraduate supervision

Current students

Adel Alanazi, Inclusive education in Saudi Arabia

Layla Alshareef, Constructions of ‘dyslexia’ in KSA

Audrey Halpin, Correlates of inclusion

Jesvir Mahil, Ofsted and creativity

Raj Pahill, Positive psychology and education

Sarah Wall, Effective schools

Former students (University of Birmingham)

Martha Cass, Early stressors in childhood

Graeme Martin, Chaos theory and education

Claire Sutton, Emotions and the experience of teaching

Sarah Clemerson, ESRC 1+3 scholarship. Autism and space

Clare Rawdin, Well-being and the curriculum

Michael Nugent, Laughter and inclusion

Leonard Kiarago, EBD provision in Kenya

Sonja Casha, Inclusive education in Malta

Jeanette Nelson, ESRC 1+3 scholarship student. Home schooling

Margaret Wiredu, The use of consultancy in support services

John Kirkman, Understandings of science

Sue Endicott, Behaviour in playgrounds

Teresa Lehane, Use of teaching assistants


His recent research and scholarship have centred on inclusive education, on the work of additional personnel in schools and research methodology in education, with a particular focus on the epistemology of special education.

Gary Thomas is currently ...

i) leading an AHRC funded research project entitled The changing nature of 'connectivity' within and between communities. A link to the project blog may be found here

ii) a co-investigator on the Sense-funded project (PI Liz Hodges) The experiences of diagnosis for people with Usher syndrome


Recent publications


Schuelka, M, Johnstone, C, Thomas, G & Artiles, A (eds) 2019, The SAGE Handbook of Inclusion and Diversity in Education. SAGE Publications, London. <>

Thomas, G & Myers, K 2015, The Anatomy of the Case Study. SAGE Publications.

Thomas, G 2012, Education. Oxford University Press.

Thomas, G, Loxley, A, Prosser, J, Sikes, P & Tomlinson, P 2012, Education Research Methods (3rd Edition). vol. 3, Oxford University Press.

Thomas, G & Vaughan, M 2012, Inclusive Education: Readings and Reflections (2nd Edition). vol. 2, Open University Press.


Thomas, G 2020, 'Experiment’s persistent failure in education inquiry, and why it keeps failing', British Educational Research Journal.

Makopoulou, K, Neville, R, Ntoumanis, N & Thomas, G 2019, 'An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy', Professional Development in Education.

Thomas, G & MacNab, N 2019, 'Intersectionality, diversity, community and inclusion: untangling the knots', International Journal of Inclusive Education.

Makopoulou, K, Penney, D, Neville, R & Thomas, G 2019, 'What sort of ‘inclusion’ is Continuing Professional Development promoting? an investigation of a national CPD programme for Inclusive Physical Education', International Journal of Inclusive Education.

Thomas, G 2017, 'Progress in Social and Educational Inquiry through Case Study: Generalization or Explanation?', Clinical Social Work Journal, vol. 45, no. 3, pp. 253–260.

Thomas, G 2016, 'After the gold rush: questioning the “gold standard” and reappraising the status of experiment and randomized controlled trials in education', Harvard educational review, vol. 86, no. 3, pp. 390-411.

Thomas, G 2012, 'A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking', British Educational Research Journal, vol. 38, pp. 1-18.

Thomas, G 2012, 'Changing Our Landscape of Inquiry for a new Science of Education', Harvard educational review, vol. 82, no. 1, pp. 26-51.

Chapter (peer-reviewed)

Schuelka, M, Johnstone, C, Thomas, G & Artiles, A 2019, Diversity and inclusion in education: Inclusive education scholarship in the Twenty-First Century. in M Schuelka, C Johnstone, G Thomas & A Artiles (eds), The SAGE Handbook on Inclusion and Diversity in Education. SAGE Publications. <>


Thomas, G 2016, 'Dispositions, funnels and webs: a response to Claxton and Lucas', The Psychology of Education Review, vol. 40, no. 1, pp. 47-51.

View all publications in research portal