Dr Anthea Gulliford

Anthea Gulliford

School of Education
Programme Director, Applied Educational and Child Psychology Doctorate
Associate Professor Educational Psychology and PGR Lead for DISN

Contact details

University of Birmingham
B15 2TT

Anthea is Programme Director to the Applied Educational and Child Psychology Doctorate, and Associate Professor in Educational Psychology.

She is a chartered and HCPC registered practitioner educational psychologist.


  • PhD Psychology, University of Nottingham
  • M Ed Psy, University of Birmingham
  • PGCE, Froebel Institute
  • MSc Experimental Psychology, University of Sussex
  • MA Modern History, University of Oxford
  • Health and Care Professions Council Registered Practitioner Psychologist
  • British Psychological Society member: Division of Educational and Child Psychology. Chartered Psychologist


Anthea worked in a variety of teaching roles, beginning in Hackney, before training as an educational psychologist. She has practised in a number of Local Authority Educational Psychology Services across the East and West Midlands, including in Senior and Service Manager roles.

In 2000 Anthea joined the University of Nottingham’s School of Psychology, where she authored and developed the Doctorate in Applied Educational Psychology. Anthea managed a number of educational psychology programmes for two decades at Nottingham, as a Programme Director and Research Director: 

  • MSc Ed Psy Joint Programme Director. 
  • D App Psy (Ed) [CPD doctorate] Programme Director 
  • D App Ed Psy Joint Programme Director 
  • D App Ed Psy Research Director 

From a broad base in educational psychology, she has convened many doctoral modules, and developed bespoke training in several areas including: 

  • Consultation skills, professional interpersonal skills, and group processes. 
  • Applied Research Methods training for educational psychology. 
  • Behaviour change processes, particularly as they can be implemented in the work of educational psychologists. 
  • Organisational change and development processes, coaching, and organisational consultation.  Anthea uses Soft Systems Methodology to support system development and problem-solving in many professional and training settings.
  • Optimising education for bilingual and multilingual learners

Anthea has a strong interest in the promotion of social, emotional and mental health (SEMH) in schools; in consultative practice; and in promoting equality of opportunity, supporting the achievement and inclusion of diverse learners considered ‘vulnerable’.

She is concerned to promote work enhancing equality and diversity in educational psychology, and in education more widely, including in HE.

Anthea is co-author and editor of a key textbook, Educational Psychology: Topics in Applied Psychology, with UCL colleagues.


  • App Ed and Child Psy D

Teaching  expertise includes: psychological consultation, applied research methods, group dynamics, behaviour change, organisational processes, SEMH, understanding bullying in schools, supporting bilingual and multilingual learners, language and literacy development.

Postgraduate supervision

Anthea has supervised numerous educational psychology doctoral research studies, and several PhD candidates, funded by: 

  • the Children’s Workforce Development Council
  • the Department for Education
  • the ESRC Midlands Doctoral Training Centre. 

Recent supervised research has included the following: 

  • Perceptions of wellbeing in school in late adolescence. 
  • The use of mental health apps and wellbeing in late adolescence. 
  • Teacher attitudes to inclusion for learners with SEMH needs 
  • The practice and perceptions of educational psychologists in promoting SEMH in schools 
  • Ethnic identity and school belonging in adolescents 
  • Resilience in Young Carers 
  • Consultation in educational psychology: a sequence analysis 
  • Supporting the inclusion of Looked After Children through collaborative group problem-solving. 
  • Tablet-based maths learning in the early years; and for children with Down’s Syndrome.
  • The use of interactive maths apps to support early mathematical development in UK and Brazilian primary school children.
  • Maths learning for multilingual learners in schools in low socio-economic areas.
  • Decision making in educational psychology (ongoing)

Anthea is interested in supervising research into: 

  • consultation in educational psychology
  • diverse questions of how to understand and support the wellbeing and/or achievement and inclusion of learners who are considered vulnerable;
  • preventive approaches to social emotional mental health in schools;
  • optimising educational psychology support to school staff, families, and communities, for example through consultation practices, group processes, and understanding behaviour change. 

She is particularly interested in how educational psychology draws upon diverse research methods to illuminate applied practice.


Anthea has been evaluator to a Local Authority-wide Routes to Inclusion project supported by in Nottingham City Council, that promotes a graduated response to SEMH needs in primary schools, seeking to reduce school exclusions. She has served as consultant to the project’s development to secondary schools. 

Anthea has collaborated with Professor Nicola Pitchford, and was Co-investigator to the Education Endowment Foundation study  ‘onebillion: app-based maths learning’, a classroom-based maths learning project in the early years investigating the effects of a tablet-based maths application.

Other activities

Anthea is involved in reviewing and editing in educational psychology:

  • Editorial Board member Educational and Child Psychology, 2018 - ongoing
  • Associate Editor, Frontiers in Education, Special Education Needs, 2016 - ongoing
  • Reviewer, Emotional and Behavioural Difficulties journal, 2016-ongoing
  • Editorial board member Educational Psychology in Practice, 1999-2002

Anthea has delivered workshops for Local Authority Educational Psychology Services, including:

  • Developing Consultation in educational psychology practice.
  • Action Research for Attachment Aware schools
  • Soft Systems Methodology
  • Evaluating Professional practice through Single Case Experimental Designs.

Anthea has examined multiple educational psychology doctoral theses. She is co-chair of the national Programme Directors for Educational Psychology group, and represents the NOREMIDSW EP training Consortium on the Joint Professional Liaison Group for Educational Psychology.


Beech, K., Gulliford, A., & Lambert, N. (2023). Supervision as a mechanism in teacher wellbeing: A Q-methodological study of school staff viewpoints. Educational and Child Psychology, 40, 4, 7-23. doi.org/10.53841/bpsecp.2023.40.4.7 

Gulliford, A. (2023) Evidence-Informed Practice in Educational Psychology: The Nature and uses of the Evidence. In (Eds.) Cline, T., Gulliford, A., and Birch, S.  Educational psychology. (3rd Edition). Topics in Applied Psychology. (pp. 27-46). London. Routledge. doi.org/10.4324/9780429322815-3 

Birch, S. & Gulliford, A. (2023). Educational psychology and mental health in schools: a new or an old role? In (Eds.) Cline, T., Gulliford, A., and Birch, S.  Educational psychology. (3rd Edition). Topics in Applied Psychology. (pp. 165-182). London. Routledge. doi.org/10.4324/9780429322815-12

Gulliford, A., & Miller, A. (2023). Raising educational achievement: what can instructional psychology contribute? In Cline, T., Gulliford, A. and Birch, S., (Eds) Educational Psychology. (3rd Edition). Topics in Applied Psychology. (pp. 49-67). London: Routledge. doi.org/10.4324/9780429322815-5 

Gulliford A. & Miller, A. (2023) Managing Classroom Behaviour: Can Psychology help? In (Eds.) Cline, T., Gulliford, A., & Birch, S.  Educational Psychology. (3rd Edition). Topics in Applied Psychology. (pp.183-207). London: Routledge. doi.org/10.4324/9780429322815-13 

Gulliford, A. & Miller, A. (2023) Coping with Life by Coping with School. In (Eds.) Cline, T., Gulliford, A., & Birch, S.  Educational Psychology. Topics in Applied Psychology. (3rd Edition).  (pp.230-246). London: Routledge.(2023) Educational Psychology. London. Routledge. doi.org/10.4324/9780429322815-15 

Cline, T., Gulliford, A. &  Birch, S. (2023) (Eds.) 3rd Edn. Educational Psychology. Topics in Applied Psychology Series. London. Routledge. doi.org/10.4324/9780429322815

Pitchford, N. J., Gulliford, A., Outhwaite, L.A. Davitt, L. J., KatabuaE., & Essien, A.A. (2021) Using interactive apps to support learning of elementary maths in multilingual contexts: Implications for practice and policy development in a digital age. PP 135-153. In Anthony Essien and Audrey Msimanga (Eds). Policy and Practice in STEM Multilingual Contexts: Multilingual Education Yearbook 2021. Springer. doi.org/10.1007/978-3-030-72009-4    

Gulliford, A., Walton, J., Allison, K., & Pitchford, N.J.P. (2021) A qualitative investigation of implementation of app-based maths instruction for young learners. Educational and Child Psychology, 38, 3, 90-108. doi.org/10.53841/bpsecp.2021.38.3.90

Gulliford, A., Walton, J., Allison, K., & Pitchford, N.J.P. (2021) A qualitative investigation of implementation of app-based maths instruction for young learners. Educational and Child Psychology, 38, 3, 90-108.

Zafeiriou, M. E. &Gulliford, A. (2020) A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation. Educational Psychology in Practice 36(4), 422-442. doi.org/10.1080/02667363.2020.1818553

Outhwaite, L.A. & Gulliford, A. (2020) Briefing note: academic and social-emotional interventions in response to Covid-19 school closures. UCL Centre For Education Policy & Equalising Opportunities.

Outhwaite, L., Gulliford, A., & Pitchford, N. (2020). Language Counts when Learning Mathematics with Interactive Apps. British Journal of Educational Technology. doi.org/10.1111/bjet.12912

Gough, G. & Gulliford A. (2020) Resilience Among Young Carers: Investigating Protective Factors as Perceived by Young Carers. Educational Psychology in Practice. doi.org/10.1080/02667363.2019.1710469

Turner, J. & Gulliford A. (2020)Examining the Circles of Adults process for Children Looked After: the role of self-efficacy and empathy in staff behaviour change. Educational Psychology in Practice, 36:1, 32-51, doi.org/10.1080/02667363.2019.1667752

Outhwaite, L. A., Gulliford, A., & Pitchford, N. J. (2019). A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research & Method in Education, 43(3), 225-242. 

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