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Department of Education

Alice Tawell

Doctoral Student

College Affiliation: Green Templeton College

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.


Enacting school exclusion policy in England

Funded Research Projects:

  • Student collaborative networks: exploring social and spatial dynamics in learning environments

  • January-May 2017

    Seed-corn small Grant Award, Department of Education, University of Oxford


  • Conference papers

    • Inal, A, Kalogianni, OC, Osorio Saez, E, Rotar, O, TAWELL, A, Saghy, E, Yang, Z, Voisey, CL, Kerr, D (2019) “Technology matters: Proceedings of the 2018 STORIES conference”, Technology matters: Proceedings of the 2018 STORIES conferenceA TAWELL, K Davison, F Faitaki, Y Ikbal Oldaç (eds.) . (Department of Education, University of Oxford) University of Oxford: Oxford: STORIES Conference. 1-62.

    • Al-Shabibi, I, Chen, L, Sommerhoff, D, Cheung, A, Edwards, T, Froehlig, C, Hindle, EL, Jannah, M, Higgins, S, Liu, X, Moffat, K, Mulvey, N, Muniandy, K, Shao, X, Witayarat, N, Zhang, J (2017) “Doing Education Differently: Proceedings of the 2017 STORIES Conference”, Doing Education Differently: Proceedings of the 2017 STORIES ConferenceKC Sahan, M Melsen, A Tawell, K Newell, K Wortmann, N Mukhi (eds.) . (Oxford University, Department of Education) Oxford University, Department of Education: Oxford: STORIES Conference. 1-126.

    • Tawell, A, Thompson, IC, Daniels, H, Rubtsova, O (2016) “Being Other: Transforming the social situation of development through drama.”, The materials of the International Symposium "Scientific School of Vygotsky: traditions & innovations" 27-28th June 2016, Moscow. Moscow State University of Psychology & Education. (Moscow State University of Psychology & Education) 324-330.

  • Journal articles

    • Thompson, I, Tawell, A, Daniels, H (2021) “Excluded lives special issue”, Emotional and Behavioural Difficulties. 26(1) 1-2.

    • Tawell, A, McCluskey, G (2021) “Utilising Bacchi's what's the problem represented to be? (WPR) approach to analyse national school exclusion policy in England and Scotland: a worked example”, International Journal of Research and Method in Education. 45(2) 137-149.

    • DANIELS, H, THOMPSON, I, Tawell, A (2019) “After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs”, Frontiers in Education.

    • THOMPSON, IAN, Cole, T, DANIELS, H, Tawell, A, McCluskey, G (2019) “Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience.”, Emotional and Behavioural Difficulties.

    • Thompson, IC, Tawell, A “Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties”, Emotional and Behavioural Difficulties.

    • THOMPSON, IAN, TAWELL, A, Daniels, H “Conflicts in professional concern and the exclusion of pupils with SEMH in England”, Emotional and Behavioral Difficulties.

    • THOMPSON, IAN, DANIELS, H, Tawell, A, McCluskey, G, Cole, T “Exclusion from school in Scotland and across the UK: Contrasts and questions”, British Educational Research Journal.

    • DANIELS, H, THOMPSON, IAN, Tawell, A “Practices of exclusion in cultures of inclusive schooling in the United Kingdom”, Revista Publicaciones.

  • Reports

    • Tawell, A, Thompson, I, Daniels, H, Elliott, V, Dingwall, N (2015) Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. Oxford University Department of Education.

    • Melhuish, EC, Ereky-Stevens, K, Petrogiannis, K, Ariescu, A, Penderi, E, Rentzou, K, Tawell, A, Slot, P, Broekhuizen, M, Leserman, P (2015) A review of research on the effects of early childhood education and care (ECEC) on child development. Brussels: ECEC.

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