Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Dr Judith Hebron

Lecturer in Childhood Studies

I joined the School of Education in August 2017 as Lecturer in Childhood Studies. I am a member of the Childhood and Youth Academic Group.

Previously, I spent six years at the University of Manchester, as a post-doctoral research fellow, lecturer, and research associate (2010-2016), followed by a year as senior lecturer in Psychology and Child Development at Leeds Trinity University (2016-17).

Research Interests

My main research interests are in the educational experiences and well-being of young people with autism. Current and previous research focuses on social relationships, mental health, girls with autism, primary to secondary school transition, school connectedness, and effective interventions.

More broadly, I am interested in educational and psychological research that encompasses inclusive education (especially in an international context), special educational needs and disabilities, risk and resilience.


I currently teach on the BA (Hons) Childhood Studies, BA (Hons) Education and the MA Special Educational Needs programmes.

PhD Supervision

I welcome applications from prospective PhD/EdD students interested in conducting research in the areas of autism, inclusive education, special educational needs and disabilities, and mental-health/well-being among young people.

Key Publications

Journal Articles

  • Oldfield J, Humphrey N, Hebron J, ‘Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: A multilevel analysis’, British Journal of Educational Psychology, 87.2 (2017), 146-169
    DOI: 10.1111/bjep.12141, Repository URL: http://eprints.whiterose.ac.uk/120001/

  • Hanley T, Ersahin Z, Sefi A, Hebron J, ‘Comparing online and face-to-face student counselling: what therapeutic goals are identified and what are the implications for educational providers?’, Journal of Psychologists and Counsellors in Schools, 27.1 (2017), 37-54
    DOI: 10.1017/jgc.2016.20, Repository URL: http://eprints.whiterose.ac.uk/119992/

  • Hebron J, Oldfield J, Humphrey N, ‘Cumulative Risk Effects in the Bullying of Children and Young People with Autism Spectrum Conditions’, Autism, 21.3 (2017), 291-300
    DOI: 10.1177/1362361316636761, Repository URL: http://eprints.whiterose.ac.uk/119998/

  • O'Hagan S, Hebron J, ‘Perceptions of Friendship among Adolescents with Autism Spectrum Conditions in a Mainstream High School Resource Provision’, European Journal of Special Needs Education, 32.3 (2017), 314-328
    DOI: 10.1080/08856257.2016.1223441, Repository URL: http://eprints.whiterose.ac.uk/119995/

  • Bond C, Symes W, Hebron J, Humphrey N, Morewood G, Woods K, ‘Educational interventions for children with ASD: A systematic literature review 2008–2013’, School Psychology International, 37.3 (2016), 303-320
    DOI: 10.1177/0143034316639638, Repository URL: http://eprints.whiterose.ac.uk/119994/

  • Oldfield J, Humphrey N, Hebron J, ‘The Role of Parental and Peer Attachment Relationships and School Connectedness in Predicting Adolescent Mental Health Outcomes’, Child and Adolescent Mental Health, 21.1 (2016), 21-29
    DOI: 10.1111/camh.12108, Repository URL: http://eprints.whiterose.ac.uk/119990/

  • Hebron J, Humphrey N, Oldfield J, ‘Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi-informant qualitative exploration’, Journal of Research in Special Educational Needs, 15.3 (2015), 185-193
    DOI: 10.1111/1471-3802.12108, Repository URL: http://eprints.whiterose.ac.uk/119991/


  • Hebron J, ‘The Transition from Primary to Secondary School for Students with Autism Spectrum Disorders’, in Supporting Social Inclusion for Students with Autism Spectrum Disorders: Insights from Research and Practice, ed. by Little C (Routledge, 2017), 84-99
    Repository URL: http://eprints.whiterose.ac.uk/120008/

Media Contact Areas

  • Autism in education
  • Girls with autism
  • Primary to secondary school transition
  • Inclusive education and special educational needs

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