Julia is a Departmental Lecturer in Child Development at the Department of Education.

Julia teaches on the MSc Education (Child Development) and is the module lead for Cognitive Development and Educational Attainment and Core Principles of Child Assessment, and lectures on the Foundation Learning and Wellbeing module.

Julia is also an MSc Research Supervisor and Pastoral Lead.


Journal articles
  • 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. https://doi.org/10.1111/1471-3802.12665
    DOI: https://doi.org/10.1111/1471-3802.12665

  • 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). https://doi.org/10.1186/s13063-024-07904-5
    DOI: https://doi.org/10.1186/s13063-024-07904-5

  • 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). https://doi.org/10.3390/children10121852

  • Badger, J., Bowes, L., Salmivalli, C., & Hastings, R. (2023). Adapting an anti-bullying programme for UK special schools. Support for Learning, 38(4), 178-182. https://doi.org/10.1111/1467-9604.12457

  • 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. https://doi.org/10.1007/s10055-023-00829-5

  • 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. https://doi.org/10.1080/01443410.2022.2115978

  • 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. https://doi.org/10.1186/s12889-022-12642-x

  • 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. https://ora.ox.ac.uk/objects/uuid:cad78e96-40f7-443f-aebf-d484538dd0aa

  • 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(July–September 2019), 46-57. https://doi.org/10.1016/j.cogdev.2019.05.008

  • 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. https://doi.org/10.1016/j.cogdev.2018.10.003

  • 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. https://ora.ox.ac.uk/objects/uuid:da6502b9-d6ce-4b83-91dc-dda99dd60a34

  • Badger, J., & Mellanby, J. (2017). Revealing hidden talents: The development, use, and benefit of VESPARCH. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12189

  • 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. https://doi.org/10.1177/0308575914565069
    DOI: https://doi.org/10.1177/0308575914565069

  • 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. https://doi.org/10.1080/13546783.2014.952338
    DOI: https://doi.org/10.1080/13546783.2014.952338

  • 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. https://doi.org/10.1177/0308575914553362
    DOI: https://doi.org/10.1177/0308575914553362

  • Badger, J., & Shapiro, L. (2012). Evidence of a transition from perceptual to category induction in 3- to 9-year-old children. Journal of Experimental Child Psychology, 113(1), 131-146. https://doi.org/10.1016/j.jecp.2012.03.004
    DOI: https://doi.org/10.1016/j.jecp.2012.03.004

  • Badger, J., & Shapiro, L. (2010). Development of reasoning: Behavioral evidence to support reinforcement over cognitive control accounts. Cognitive Neuroscience, 1(2), 138-139. https://doi.org/10.1080/17588921003786598
    DOI: https://doi.org/10.1080/17588921003786598

  • 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. https://doi.org/10.1196/annals.1412.005
    DOI: https://doi.org/10.1196/annals.1412.005