We are an interdisciplinary collaborative research centre with a broad range of colleagues whose research aims to transform learning and lives

The Centre for Research into Equity, Inclusion and Community (CREIC) interrogates the conditions that lead to marginalisation and exclusion from education, and our research aims to develop theories and practices of inclusion, equity and social justice.

Our work focuses on issues such as disability, race, gender and sexuality, as well as looked-after children and children who have experienced trauma.

Our members draw from a variety of disciplines such as sociology, anthropology and philosophy, and we utilise a broad array of methodologies in our research. We often conduct research in partnership with local communities and our work has significant impact on the lives of disadvantaged individuals and groups.

  • 2021-2026: Ben Simmons (PI) and Stuart Read (Co-I), as well as other Bath Spa University staff. Wellcome Trust. We Are The People.
  • 2023-2025: Stuart Read (Co-I) in collaboration with CRiSTLE. Nuffield Foundation. Purposeful and effective practical work in primary school science.
  • 2023-2024: Ben Simmons (PI), Stuart Read (Co-I), Anne Parfitt (Co-I), and Theo Blackmore (Co-I). Cabinet Office: Disability Unit. Thematic reports on disability attitudes and disability in education.
  • 2023-2024: Ben Simmons (PI), Stuart Read (Co-I), Anne Parfitt (Co-I), as well as other Bath Spa University staff. AHRC Impact Accelerator Award: Leading Impact. Co-producing access awareness in the cultural heritage sector.
  • 2022: Stuart Read (PI) and Ben Simmons (Co-I). Bristol and Bath Creative R&D. Making accessible and inclusive communication with people with learning disabilities. 
  • 2021-2022: Stuart Read (PI). Society for Research into Higher Education (SRHE). Disabled people’s experiences of higher education during the time of the Coronavirus pandemic: Pasts, presents and futures.
  • 2019-2020:  Stuart Read and Anne Parfitt. National Association of Virtual School Heads (NAVSH). Effective use of Pupil Premium Plus to improve educational outcomes for Looked After Children.

Contact

Please contact Dr Stuart Read on s.read@bathspa.ac.uk for more information.

Recent outputs

Go to ResearchSPAce

Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts
book

Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. (2025) Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon. ISBN 9781032658247

Moral emotions and human interdependence in character education: beyond the one-dimensional self
book

Bates, A (2021) Moral emotions and human interdependence in character education: beyond the one-dimensional self. Routledge, Abingdon. ISBN 9780367503314

Phenomenology of sociality and relational accounts of personhood: reinstating the moral status of children with profound and multiple learning difficulties
book_section

Simmons, B, Read, S and Parfitt, A (2025) 'Phenomenology of sociality and relational accounts of personhood: reinstating the moral status of children with profound and multiple learning difficulties.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 148-161. ISBN 9781032658247

Conclusion: growing citizenship
book_section

Dyer, H, Bates, A and Gordon, J (2025) 'Conclusion: growing citizenship.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 192-202. ISBN 9781032658247

Challenging individualism, whiteness, and depoliticisation: reframing neoliberal citizenship education in England as social, inclusive and political using a Butlerian lens
book_section

Chadderton, C and Bates, A (2025) 'Challenging individualism, whiteness, and depoliticisation: reframing neoliberal citizenship education in England as social, inclusive and political using a Butlerian lens.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 33-50. ISBN 9781032658247

Introduction - society, politics, and education in uncertain times
book_section

Bates, A, Dyer, H and Gordon, J (2025) 'Introduction - society, politics, and education in uncertain times.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 3-16. ISBN 9781032658247

Can disabled people’s experiences of exclusion in pandemic higher education encourage the promotion of inclusive research practices?
book_section

Read, S, Parfitt, A and Bush, T (2025) 'Can disabled people’s experiences of exclusion in pandemic higher education encourage the promotion of inclusive research practices?' In: Sati, S, Das, S and Mahanta, B, eds. Narrative universes of disability: global perspectives. Springer, Singapore, pp. 183-197. ISBN 9789819633838

Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities
book_section

Bhatti, G, Levinson, M and Simmons, B (2024) 'Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities.' In: Hammarén, N, Ivemark, B and Stretmo, L, eds. Migrant youth, schooling and identity: perspectives and experiences from Northern Europe. Springer, Cham, pp. 127-141. ISBN 9783031633447

When the webcam is off: disabled and academic identities before and during the Coronavirus pandemic
book_section

Read, S (2023) 'When the webcam is off: disabled and academic identities before and during the Coronavirus pandemic.' In: Vance, M.L and Harrison, E.G, eds. Disabled faculty & staff: intersecting identities in higher education (volume 2). AHEAD, Huntersville, NC, pp. 91-95. ISBN 9780999608951

Social embodiment in early childhood education for children with PMLD
book_section

Simmons, B (2022) 'Social embodiment in early childhood education for children with PMLD.' In: Conn, C and Murphy, A, eds. Inclusive pedagogies for early childhood education: respecting and responding to differences in learning. Routledge, Abingdon, pp. 94-110. ISBN 9780367756130

Pedagogy of empowerment: co-produced self-directed pedagogic spaces for inclusion
article

Morris, T.H, Simmons, B, McLaughlin, S, Read, S, Parfitt, A, Yeh, C.S.-H and Mitchell, B (2025) 'Pedagogy of empowerment: co-produced self-directed pedagogic spaces for inclusion.' International Journal of Inclusive Education. ISSN 1360-3116

A tactful prompt: the time is right for 'Critical Behavioral Studies'
article

Jackson-Perry, D, Suckle, E, Chown, N and Tarbox, J (2025) 'A tactful prompt: the time is right for 'Critical Behavioral Studies'.' Perspectives on Behavior Science, 48. pp. 539-545. ISSN 2520-8969

Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens
article

Parfitt, A, Gristy, C, Read, S and Garland, M.C (2025) 'Multigrade teaching and learning: developing theoretical frameworks through mapping conceptual territories with an inclusive education lens.' International Journal of Educational Research, 133. e102675. ISSN 0883-0355

Deconstructing the rationalities and epistemologies of school accountability in England
article

Ozsezer-Kurnuc, S and Bates, A (2025) 'Deconstructing the rationalities and epistemologies of school accountability in England.' Research Papers in Education. ISSN 0267-1522

Widening inclusion: a discrete choice experiment of job preferences of disabled people
article

Derbyshire, D.W, Grosskopf, B, Blackmore, T, Goodwin, E and Spencer, A.E (2025) 'Widening inclusion: a discrete choice experiment of job preferences of disabled people.' The Economic and Labour Relations Review, 36 (1). pp. 234-256. ISSN 1838-2673

What does it mean to be a ‘person’ with profound and multiple learning disabilities? Presenting the views of family members and allies
article

Simmons, B and Read, S (2025) 'What does it mean to be a ‘person’ with profound and multiple learning disabilities? Presenting the views of family members and allies.' British Journal of Learning Disabilities, 53 (3). pp. 457-465. ISSN 1354-4187

Speaking across the autism worldview divide: a dialogue between critical autism studies and behaviour analytic scholars
article

Suckle, E, Chown, N, Tarbox, J and Mathur, S.K (2025) 'Speaking across the autism worldview divide: a dialogue between critical autism studies and behaviour analytic scholars.' Disability & Society, 40 (12). pp. 3263-3285. ISSN 0968-7599

Postdigital citizen science and humanities: a theoretical kaleidoscope
article

Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X

Creating a resource that captures the social histories and lived experiences of the PMLD community: which stories should be collected and shared, and how?
article

Simmons, B, Churchill, B and Crouch, K (2024) 'Creating a resource that captures the social histories and lived experiences of the PMLD community: which stories should be collected and shared, and how?' PMLD Link, 36 (3). p. 42. ISSN 2042-5619

What does it mean to be a ‘person’ with profound and multiple learning disabilities? Interviews with family members and allies
article

Simmons, B and Read, S (2024) 'What does it mean to be a ‘person’ with profound and multiple learning disabilities? Interviews with family members and allies.' PMLD Link, 36 (2). pp. 2-4. ISSN 2042-5619

Walking-creating for fostering teachers’ education in peripheral coastal communities
article

Parfitt, A and Read, S (2024) 'Walking-creating for fostering teachers’ education in peripheral coastal communities.' Journal of Education for Teaching, 50 (2). pp. 329-340. ISSN 0260-7476

Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope
article

Marchuk, O, Melnychuk, L, Paguta, T, Pocheniuk, Y, Bates, A, Paez, Y and Parfitt, A (2024) 'Peace education in a time of war: the Museum of Peace in Rivne, Ukraine as a space of memory making and hope.' Journal of Peace Education, 21 (1). pp. 16-33. ISSN 1740-0201

Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study
article

Parfitt, A and Read, S (2023) 'Educator views regarding young people’s aspirations in peripheral coastal communities in England: a Q study.' Oxford Review of Education, 49 (6). pp. 764-780. ISSN 0305-4985

The autism worldview dilemma: to normalise or not to normalise, that is the question
article

Chown, N, Murphy, S.L and Suckle, E (2023) 'The autism worldview dilemma: to normalise or not to normalise, that is the question.' Good Autism Practice, 24 (2). pp. 5-12. ISSN 1466-2973

Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children
article

Read, S, Parfitt, A and Macer, M (2023) 'Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children.' Oxford Review of Education, 49 (5). pp. 604-619. ISSN 0305-4985

Mainstream placements for children with PMLD: the perspective of teaching staff and parents
article

Simmons, B (2023) 'Mainstream placements for children with PMLD: the perspective of teaching staff and parents.' PMLD Link, 35.2 (105). pp. 15-17. ISSN 2042-5619

Misfitting and social practice theory: incorporating disability into the performance and (re)enactment of social practices
article

Williams, V, Gall, M, Mason-Angelow, V, Read, S and Webb, J (2023) 'Misfitting and social practice theory: incorporating disability into the performance and (re)enactment of social practices.' Disability & Society, 38 (5). pp. 776-797. ISSN 0968-7599

Creating authentic and positive stories about personhood for people with profound and multiple learning disabilities: a call for reader expressions of interest
article

Read, S, Simmons, B and Parfitt, A (2023) 'Creating authentic and positive stories about personhood for people with profound and multiple learning disabilities: a call for reader expressions of interest.' PMLD Link, 35.1 (104). pp. 37-38. ISSN 2042-5619

The importance of disability representation to address implicit bias in the workplace
article

Derbyshire, D.W, Spencer, A.E, Grosskopf, B and Blackmore, T (2023) 'The importance of disability representation to address implicit bias in the workplace.' Frontiers in Rehabilitation Sciences, 4. e1048432. ISSN 2673-6861

Play and listening to children's narratives
article

Colilles, S (2023) 'Play and listening to children's narratives.' Early Years Educator, 23 (20). pp. 20-21. ISSN 2052-4617

Autism community research priorities: the potential of future research to benefit autistics
article

Chown, N, Beardon, L, Murphy, S.L, Suckle, E and Baker-Rogers, J (2023) 'Autism community research priorities: the potential of future research to benefit autistics.' Canadian Journal of Educational and Social Studies, 3 (2). pp. 15-32. ISSN 2816-2587

Inclusive pedagogies
article

Colilles, S (2023) 'Inclusive pedagogies.' Early Education Journal, 99. pp. 10-12. ISSN 0960-281X

Learning ‘in the hive’: social character and student wellbeing in the age of psychometric data
article

Bates, A (2023) 'Learning ‘in the hive’: social character and student wellbeing in the age of psychometric data.' Critical Studies in Education, 64 (1). pp. 19-34. ISSN 1750-8487

Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change
article

Read, S, Parfitt, A, Bush, T, Simmons, B and Levinson, M.P (2023) 'Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change.' Social Inclusion, 11 (1). pp. 38-47. ISSN 2183-2803

What constitutes 'ethical' research for people with PMLD? A call for reader responses
article

Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40. ISSN 2042-5619

How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties
article

Simmons, B (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' PMLD Link, 33.3 (100). pp. 36-38. ISSN 2042-5619

A call to action for conducting research with people with profound and multiple learning disabilities
article

Read, S, Simmons, B, Levinson, M.P and Bush, T (2021) 'A call to action for conducting research with people with profound and multiple learning disabilities.' PMLD Link, 33.3 (100). pp. 6-7. ISSN 2042-5619

Where next for people with cognitive disabilities and electronic assistive technology?
article

Clarke, Z, Darley, S, Wright, A, Surridge, J, Martindale, A, Simmons, B, Hunnisett, S and Dukas, T (2021) 'Where next for people with cognitive disabilities and electronic assistive technology?' Communication Matters Journal, 35 (3). pp. 32-34. ISSN 2756-1011

The ‘magic’ of grandmother’s spectacles: how philosophy can help us to see children with new eyes
article

Bates, A (2021) 'The ‘magic’ of grandmother’s spectacles: how philosophy can help us to see children with new eyes.' SERA Researching Education Bulletin, 11. pp. 11-13. ISSN 2752-4000

Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities
article

Parfitt, A (2021) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools, 24 (3). pp. 245-260. ISSN 1365-4802

The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis
article

Simmons, B (2021) 'The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis.' British Journal of Sociology of Education, 42 (5-6). pp. 828-844. ISSN 0142-5692

Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?
article

Parfitt, A, Read, S and Bush, T (2021) 'Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?' Pastoral Care in Education, 39 (3). pp. 178-191. ISSN 0264-3944

Personal principles for a roadmap to educational recovery in the 'Covid decade'
article

Bates, A and Slater, B (2021) 'Personal principles for a roadmap to educational recovery in the 'Covid decade'.' FORUM, 63 (3). pp. 37-45. ISSN 0963-8253

From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities
article

Simmons, B (2021) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education, 25 (6). pp. 657-670. ISSN 1360-3116

Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis
article

Bates, A, Choi, T-H and Kim, Y (2021) 'Outsourcing education services in South Korea, England and Hong Kong: a discursive institutionalist analysis.' Compare: A Journal of Comparative and International Education, 51 (2). pp. 259-277. ISSN 0305-7925

DSM-5 and challenges to female autism identification
article

Suckle, E (2021) 'DSM-5 and challenges to female autism identification.' Journal of Autism and Developmental Disorders, 51 (2). pp. 754-759. ISSN 0162-3257

Make room! The art of LGBTQIA+ accessibility in the southwest of England
conference_item

Lamont, B.R, Taylor, L and Simmons, B (2023) Make room! The art of LGBTQIA+ accessibility in the southwest of England. In: Migrant Youth, Education, Culture & Identity Network Event, University of Gothenburg, Gothenburg, Sweden.

Review of scientific literacy and oracy in primary school education
commissioned_report

Earle, S, Read, S and Parfitt, A (2025) Review of scientific literacy and oracy in primary school education. The Royal Society, London.

Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bristol workshop findings report, March 2024
commissioned_report

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bristol workshop findings report, March 2024. Bath Spa University.

Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bath workshop findings report, March 2024
commissioned_report

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bath workshop findings report, March 2024. Bath Spa University.

Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: survey findings report, March 2024
commissioned_report

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: survey findings report, March 2024. Bath Spa University.

Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: project development and research methods, March 2024
commissioned_report

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: project development and research methods, March 2024. Bath Spa University.

Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: community fellows' experiences and considerations for disabled people led research, March 2024
commissioned_report

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: community fellows' experiences and considerations for disabled people led research, March 2024. Bath Spa University.

We are everywhere
commissioned_report

Howard, A, Crouch, K and Read, S (2024) We are everywhere. Bath Spa University, Bath.

Activism and protest research report
commissioned_report

Crouch, K, Read, S and Howard, A (2024) Activism and protest research report. We Are The People and Wellcome Trust, Bath.

Disabled people’s experiences of higher education during the time of the Coronavirus pandemic: pasts, presents, and futures. Research report
commissioned_report

Read, S (2023) Disabled people’s experiences of higher education during the time of the Coronavirus pandemic: pasts, presents, and futures. Research report. Society for Research into Higher Education, London.

Promoting inclusive practice with Dr. Sharon Colilles [podcast]
audio

Colilles, S and Tembo, S (2023) Promoting inclusive practice with Dr. Sharon Colilles [podcast].

The importance of reflective practice with Dr. Sharon Colilles [podcast]
audio

Colilles, S and Tembo, S (2023) The importance of reflective practice with Dr. Sharon Colilles [podcast].

The voice of the child with Dr. Sharon Colilles [podcast]
audio

Colilles, S and Tembo, S (2023) The voice of the child with Dr. Sharon Colilles [podcast].

An introduction to inclusive practice with Dr. Sharon Colilles [podcast]
audio

Colilles, S and Tembo, S (2023) An introduction to inclusive practice with Dr. Sharon Colilles [podcast].

Narrowed lives: meaning, moral value and profound intellectual disability [book review]
other

Simmons, B (2022) Narrowed lives: meaning, moral value and profound intellectual disability [book review]. British Journal of Learning Disabilities, 50 (3). pp. 448-449. ISSN 1354-4187