Suzanna is a DPhil student in the Department of Education. Her research examines how Foundation Degrees are positioned and recognised as potential pathways into teaching, particularly as formalised progression routes for school teaching support staff. By exploring the interaction between policy intentions, institutional practices, and individual experiences, her research seeks to understand the structural conditions shaping Foundation Degrees as a pathway into the teaching profession.
Prior to joining Oxford, Suzanna worked for over a decade in schools, supporting children aged 4–13 across teaching, special educational needs and disabilities (SEND), and science education, in roles including teaching assistant and science technician. Her experiences as both a member of school support staff and a Foundation Degree graduate have shaped her perspectives on education and broader issues of educational opportunity and participation.
Suzanna holds a BA in Children’s Development and Learning from the University of Reading, and MSc in Education from the University of Oxford. Her previous research has focused on children’s children’s participation, voice, and rights. Her wider research interests include the meaningful inclusion of children’s voices in research and the use of participatory methodologies.
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