Professor of Education in the Rees Centre, engaging in research mainly on the education of vulnerable children including children in care. Research includes factors that contribute to better educational outcomes, a RCT reading intervention combining book-gifting and paired reading and a national research programme developing an evidence base on attachment and trauma training in schools.
- Fellow of the Academy of Social Sciences since 2011
- ESRC Peer Reviewer
- Regular reviewer for six journals
- Sebba, J., Luke, N. & Berridge, D. (2018) The educational progress of young people in out-of-home care. Developing Practice, 47
- O’Higgins, A., Sebba, J., & Gardner, F. (2017). What are the factors associated with educational achievement for children in kinship or foster care: A systematic review. Children and Youth Services Review. 79, 198-220.
- Plumridge, G. & Sebba, J. (2018) Birmingham City Council’s (SIB) Step Down Programme Evaluation – Final Report. Oxford: The Rees Centre
- Meakings, S., Sebba, J. and Luke, N. (2017) What is known about the placement and outcomes of siblings in foster care? An international literature review. Oxford: The Rees Centre
- Sebba, J., Luke, N., Rees, A., Plumridge, G., Rodgers, L., Hafesji, K. and Clare Rowsome-Smith (2016) Evaluation of the London Fostering Achievement Programme. Oxford: The Rees Centre.
- Plumridge, G. & Sebba, J. (2016) The impact of unproven allegations on foster carers. Oxford: The Rees Centre.
- Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., O’Higgins, A., (2015) The Educational Progress of Looked After Children in England, The Rees Centre and the University of Bristol.
- O’Higgins, A., Sebba, J. & Luke, N. (2015) What is the relationship between being in care and the educational outcomes of children? An international systematic review. Oxford: Rees Centre
- Luke, N., Sinclair, I., Woolgar, M. and Sebba, J. (2014) What works in preventing and treating poor mental health in looked after children? London: NSPCC & Oxford: The Rees Centre.