About Kate Bancroft
Kate is a Senior Fellow/Lecturer (HEA) in the Carnegie School of Education. She is the Course Team Leader for the BA (Hons) Early Years course and MA Childhood and Early Years course. As Course Team Leader she teaches on, and oversees the provision of, both degree programmes.
Prior to embarking upon a career in Higher Education, Kate worked as a secondary school Physical Education teacher. Across her seven-year career as a teacher she was also a Pastoral Leader at Lightcliffe Academy in Halifax, Head of Department (PE) at Abbey Grange Academy in Leeds, Head of Faculty (PE, Dance, Drama and Music) at Dixon's Allerton in Bradford and an Assistant Headteacher at Springwell Academy in Leeds.
Kate joined the Carnegie School of Education in 2017.
- Ecological Positioning in Global Education
- Introduction to Policy in Education
- A Primer on Educational Theory & Practice: An Introduction to Key Thinkers in the Philosophy of Education
- Child Psychology
- Diverse Childhoods
- Theorising Childhood
Kate is in the fourth year of a doctorate examining the experiences of a headteacher with gender dysphoria.
Kate's main research interests centre around gender identity and sexuality in education. As she was previously a PE teacher, she maintains a high interest in research around health, well-being and physical activity.
Kate recently co-wrote and published her first book entitled 'Meeting the Mental Health Needs of Learners 11-18 Years,' with Professor Jonathan Glazzard. The book is focused around helping secondary school teachers feel better equipped to identify their students mental health needs and develop a better knowledge and understanding to adequately support them.
- Problems mount for transgender young people during COVID-19 lockdown
- Should a one-size-fits-all OFSTED inspection system continue, or should local education authorities be more accountable to their local population for their schools?
- Early Years Practitioners: Why 'goodwill' working alone should not be enough
- Two ideas for making this period sustainable and endurable for parents, carers and key workers working with Early Years-age children
- Is the Department for Education rushing through the new Reception Baseline Assessment?