Dr Cathryn Knight

Senior Lecturer in Psychology in Education


  • Special Educational Needs
  • Inclusive education
  • Labelling
  • Dyslexia
  • COVID-19 and education
  • Secondary and administrative data analysis

Biography and research interests

I am a Senior Lecturer in Psychology in Education in the School of Education, University of Bristol. Prior to joining the University of Bristol, I was a Senior Lecturer in Education at Swansea University. I did my PhD in the School of Social Sciences at Cardiff University.

My research is interested in the predictors and impact of labelling with special needs. I am interested in exploring the sociodemographic factors involved in special need identification and how this label impacts the attitudes, beliefs, and outcomes of the individual and those around them. I have also explored the aims of inclusive education and the barriers towards this within the current education system. More recently my research has explored the impact of COVID-19 across the education system from early childhood education and care to higher education.  

My research is mainly quantitative. I have used large scale longitudinal datasets such as the Millennium Cohort Study to explore my research questions. I am experienced using analysis methods such as propensity score matching and multilevel modelling in my research. My research has also involved designing and analysing surveys.

Journal Articles

  1. Knight, C., Clegg, Z., Conn, C., Hutt, M., & Crick, T. (2022). Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales. British Journal of Special Education.
  2. Watermeyer, R., Knight, C., Crick, T., & Borras, M. (2022). ‘Living at work’: COVID-19, remote-working and the spatio-relational reorganisation of professional services in UK universitiesHigher Education
  3. Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology.
  4. Knight, C. and Crick, T. (2021) The assignment and distribution of the dyslexia label: Using the UK Millennium Cohort Study to investigate the sociodemographic predictors of dyslexia in England and Wales.  PLoS ONE.
  5. Knight, C. and Crick, T. (2021) The Role of Culture and Context in Shaping an Inclusive Curriculum: A Case Study of Wales.  ENCU Review of Education.  Special Issue on Childhood, Curriculum and Culture in Diverse Contexts.
  6. Watermeyer, R., Crick, T., & Knight, C. (2021). Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities. International Journal for Academic Development.
  7. Watermeyer, R., Shankar, K., Crick, T., Knight, C., McGaughey, F., Hardman, J., Suri, R., Chung, R. and Phelan, D. (2021) ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout. British Journal of Sociology of Education.
  8. McGaughey, F., Watermeyer, R., Shankar, K., Suri, V. R., Knight, C., Crick, T., Hardman, J., Phelan, D., & Chung, R. (2021). ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector. Higher Education Research & Development, 1-16.
  9. Shankar, K., Phelan, D., Suri, V. R., Watermeyer, R., Knight, C., and Crick, T. (2021). ‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic. Irish Educational Studies, 1-7.
  10. Watermeyer, R., Crick, T., Knight, C. and Goodall, J. (2020) COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration.  Higher Education, 81, 623-641.
  11. Crick, T., Knight, C., Watermeyer, R. and Goodall, J. (2020). The Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community.  Proceedings of United Kingdom & Ireland Computing Education Research Conference.  September.  31-37.
  12. Knight, C. (2018) What is dyslexia?  An exploration of the relationship between teachers' understandings of dyslexia and their training experiences.  Dyslexia, 24(3), 207-219.
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Dr Cathryn Knight
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