Leeds Beckett University - City Campus,
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Helen Young
Senior Lecturer
Helen is an early childhood education specialist who teaches across undergraduate and postgraduate programmes focused on children and young people from birth to 18. Her teaching and research interests encompass early language and communication development, multilingualism, inclusive pedagogy, play and children's sense of belonging. She has particular expertise in Forest School, nature-based pedagogy and experiential learning, exploring how meaningful experiences and relational approaches can support children's wellbeing, confidence, participation and holistic development.
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About
Helen is an early childhood education specialist who teaches across undergraduate and postgraduate programmes focused on children and young people from birth to 18. Her teaching and research interests encompass early language and communication development, multilingualism, inclusive pedagogy, play and children's sense of belonging. She has particular expertise in Forest School, nature-based pedagogy and experiential learning, exploring how meaningful experiences and relational approaches can support children's wellbeing, confidence, participation and holistic development.
Helen has a particular interest in nature-based pedagogy, Forest School and outdoor learning. As a qualified Level 3 Forest School Educator, she has been actively involved in embedding Forest School and experiential learning opportunities across interdisciplinary degree programmes. Her teaching explores how outdoor environments, play, risk-taking and meaningful experiences in nature can support children's wellbeing, communication, confidence, belonging and holistic development.
Helen is committed to creating engaging and meaningful learning experiences that connect theory, research and practice. Drawing on her extensive professional experience, she encourages students to think critically, explore different perspectives and develop the knowledge, confidence and transferable skills relevant to a wide range of professional roles working with children, young people and families.
Helen has an extensive professional background in early childhood education, having previously worked as an Early Years Teacher and Head of Early Years in both the UK and international schools in the Far East. She brings a breadth of experience as an educator, lecturer, mentor and leader, underpinned by a longstanding commitment to equitable, inclusive and high-quality early childhood education.
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Research interests
Helen's research interests centre on early childhood pedagogy, language and communication development, multilingualism and inclusive educational practice. She is particularly interested in how early childhood environments and pedagogical approaches can support children's participation, sense of belonging and linguistic and cultural identities.
Her current doctoral research explores how early years educators understand and support multilingual children aged 3–5 in English-medium early childhood settings. Using a co-participatory, design-based research approach, Helen aims to work collaboratively with educators to co-develop, trial and refine pedagogical principles that recognise and respond to children's diverse linguistic and cultural backgrounds.
Central to her research is an interest in educators' knowledge, beliefs and experiences, and how these influence pedagogical decisions and everyday practice. Her work also considers how wider educational policies, expectations and established approaches shape opportunities for multilingual children to participate, communicate and develop a sense of belonging.
Through this research, Helen aims to contribute to more equitable, inclusive and responsive approaches to early childhood education, with implications for pedagogy, professional development and future policy.
Publications (2)
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28 June 2026
British Educational Research Journal1-30 Wiley
Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022). The International Survey of Children's Wellbeing reports that children and young people feel adults do not listen to them. As academics working in the Education Department of a University, our research aimed to generate a greater understanding of children and young people's lived experiences of school. Employing youth co‐participatory action research with children (pre‐18) and undergraduate students on education and pre‐service teacher programmes (post‐18), the research aimed to create a greater understanding of their experiences and amplify their recommendations for a more responsive curriculum. Drawing on arts‐based methodologies, the study captured their in‐depth critical reflections through poetry, movement and imagery. Drawing from self‐determination theory, the data reveal four inter‐related themes: seeking connection, mental health, curriculum and powerlessness. In reframing children and young people as active recipients for curriculum reform, the findings are presented as a visual manifesto poster co‐designed with participants. The research provides critical insights and recommendations into youth perceptions of a ‘curriculum for life’ for educators and policymakers.
31 May 2023
Leeds Beckett University Leeds Burmantofts Community Nursery Research Report
This document reports on findings from a research project conducted by staff from Leeds Beckett University’s School of Education and School of Humanities and Social Sciences. The purpose of the research was to develop understandings of the facilities and provision at Burmantofts Community Nursery and to explore how the nursery can plan for the future to better meet the needs of the local community.
Current teaching
- MA Education and Early Years
- BA (Hons) Childhood Studies
- BA (Hons) Education Studies
- BA (Hons) Psychology in Education
News & Blog Posts
Creating space for professional dialogue in early childhood education
