Julia teaches and supervises on the MSc in Education and is involved in the Cognitive Development and Educational Attainment; Core Principles of Child Assessment, and the Foundation Learning and Wellbeing papers.

Before joining the Department of Education she worked in the Department of Experimental Psychology (2013-2023) and continues collaborations there, including co-leading the WISDOM (working in schools to deliver on mental health) Network: https://wisdom.mhid.org.uk.

Her research is concerned with child development, primarily peer relationships, bullying and mental health. She works with primary, secondary and special education schools across the UK and with children aged 4-18. She is also an advocate for public and community engagement, especially with school staff and parents.

Julia wants to support every child to achieve their potential in school.

Recently funded PI projects:

  • Feasibility trial of an anti-bullying programme for children in special schools.
  • Pupil interactions and networks in special schools.
  • Mental health in schools with diversity.
  • Special schools, mental health and bullying.
  • Teaching staff perspectives: Using VR to enhance PSHE learning.


Journal articles
  • Norris, J., Tales, A., Badger, J., Cousins, A., & Richards, E. (2024). Autistic trait level and reaction time in older adults: the influence of sex and task upon study outcome. Autism in Adulthood.

  • Badger, J., Holst, C., Thompson, P., Bowes, L., Hayes, R., Clarkson, S., Hutchings, J., & Hastings, R. (2024). Effects of educational disruption and changes in school context on children’s mental health: Associations with school level disadvantage and individual bullying involvement. British Educational Research Journal.

  • Badger, J., Nisar, A., & Hastings, R. (2024). School‐based anti‐bullying approaches for children and young people with special educational needs and disabilities: a systematic review and synthesis. Journal of Research in Special Educational Needs.

  • Moody, G., Coulman, E., Crocker-White, E., Gray, K., Hastings, R., Longman, A., Lugg-Widger, F., Playle, R., Segrott, J., Thompson, P., Badger, J., Langdon, P., & Flynn, S. (2024). Solutions trial: Solution focused brief therapy (SFBT) in 10–17-year-olds presenting at police custody: a randomised controlled trial. Trials, 25(1).

  • Badger, J., Zaneva, M., Hastings, R., Broome, M., Hayes, R., Patterson, P., Rose, N., Clarkson, S., Hutchings, J., & Bowes, L. (2023). Associations between school-level disadvantaged, bullying involvement and children’s mental health. Children, 10(12).

  • BADGER, J., BOWES, L., Salmivalli, C., & Hastings, R. (2023). Adopting an anti-bullying programme for UK special schools. Support for Learning, 38(4), 178-182.

  • Badger, J., Rovira, A., Freeman, D., & Bowes, L. (2023). Developing a virtual reality environment for educational and therapeutic application to investigate psychological reactivity to bullying. Virtual Reality, 27(3), 2623-2632.

  • Badger, J., Howarth, B., Svirko, E., & Mellanby, J. (2022). Underachievement at school relative to potential: links between reasoning, phonological decoding, short-term memory, and complex grammar. Educational Psychology, 42(8), 952-971.

  • Clarkson, S., Bowes, L., Coulman, E., Broome, M., Cannings-John, R., Charles, J., Edwards, R., Ford, T., Hastings, R., Hayes, R., Patterson, P., Segrott, J., Townson, J., Watkins, R., Badger, J., & Hutchings, J. (2022). The UK stand together trial: protocol for a multicentre cluster randomised controlled trial to evaluate the effectiveness and cost-effectiveness of KiVa to reduce bullying in primary schools. BMC Public Health, 22.

  • Badger, J., Pascoe, E., Jagmetti, L., Baldwin, E., & Mellanby, J. (2020). The developmental trajectory of English conditional grammar in 4- to 11-year-old children. Journal of Child Language Acquisition and Development, 8(1), 1-21.

  • Svirko, E., Gabbott, E., Badger, J., & Mellanby, J. (2019). Does acquisition of hypothetical conditional sentences contribute to understanding the principles of scientific enquiry?. COGNITIVE DEVELOPMENT, 51, 46-57.

  • Badger, J., & Shapiro, L. (2018). We’re going to the zoo: Interactive educational activities with animals boost category-based induction in children. Cognitive Development, 49, 1-10.

  • Badger, J., & Mellanby, J. (2018). Producing and understanding conditionals: When does it happen and why does it matter?. Journal of Child Language Acquisition and Development, 6(1), 21-41.

  • Badger, J., & Mellanby, J. (2017). Revealing hidden talents: The development, use, and benefit of VESPARCH. British Journal of Educational Psychology.

  • Bammens, A.-S., Adkins, T., & Badger, J. (2015). Psycho-educational intervention increases reflective functioning in foster and adoptive parents. Adoption & Fostering, 39(1), 38-50.

  • Badger, J., & Shapiro, L. (2015). Category structure affects the developmental trajectory of children’s inductive inferences for both natural kinds and artefacts. Thinking and Reasoning, 21(2), 206-229.

  • Mulcahy, G., Badger, J., Wright, H., & Erskine, C. (2014). ‘What happened next’: a study of outcomes for maltreated children following care proceedings. Adoption & Fostering, 38(4), 314-330.

  • Badger, J., & Shapiro, L. (2012). Evidence of a transition from perceptual to category induction in three to nine year old children. Journal of Experimental Child Psychology, 113, 131-146.

  • Badger, J., & Shapiro, L. (2010). Development of reasoning: Behavioral evidence to support reinforcement over cognitive control accounts. Cognitive Neuroscience, 1(2), 138-139.

  • Badger, J., & Reddy, P. (2009). The effects of birth order on personality traits and feelings of academic sibling rivalry. Psychology Teaching Review, 1(15), 45-54.

  • Senior, C., Thomson, K., Badger, J., & Butler, M. (2007). Interviewing strategies in the face of beauty: A psychophysiological investigation into the job negotiation process. Annals of the New York Academy of Sciences, 1118, 142-162.