About Samuel Stones
Samuel is a Lecturer and Associate Researcher at Leeds Beckett University and a Head of Year and Associate Leader at a secondary school and sixth form. He also holds a national training role with a large multi-academy Trust.
Samuel has secured a prestigious doctoral scholarship within the Carnegie School of Education which enables him to work in partnership with our Centre for LGBTQ+ Inclusion in Education and to explore and research the role of schools in advancing LGBTQ+ inclusion.
Samuel works with initial teacher training students in school-based and university contexts and he leads on a range of Key Stage 4 and 5 courses within a secondary school and sixth form college. He is also an MA Dissertation supervisor within the Carnegie School of Education here at Leeds Beckett University.
Alongside these roles, Samuel works closely with a range of educational publishers including Hodder, Seneca Learning, ZigZag and CGP. He also holds several examiner, moderator and senior assessor positions with three awarding and examination bodies both in the United Kingdom and overseas.
In 2018, Samuel was awarded Teacher of the Year at The Pride of Malton and Norton awards ceremony. In 2019, he was also awarded North Yorkshire Secondary Classroom Teacher of the Year in an awards ceremony hosted by North Yorkshire Education Services.
Samuel's research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools at Leeds Beckett University. His research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher identity and mental health. Samuel's research explores issues of social justice and inclusion, particularly in relation to mental health, special educational needs, sexual orientation and gender identity.
He is particularly interested in the factors which shape agency, identities and resilience of teachers with non-normative gender identities and sexual orientations. Samuel is also interested in how identities intersect and multiple forms of marginalisation, oppression and discrimination which occur from intersectional minority identities in children, young people and teachers.
Samuel draws on the work of Foucault to explore the ways in which discourses create people as subjects and objects of power, with a focus on educational settings. He also draws on Queer Theory and Critical Psychology to question some of the traditional assumptions about sexuality, disability and race. He embraces postmodern and poststructuralist perspectives on inclusion.
Samuel is a member of the University of Cambridge Wellbeing & Inclusion Special Interest Group and sits on the Editorial Board for the International Journal of Learning, Teaching and Educational Research and the Science Journal of Education. He is a Peer Reviewer for the Journal of Public Mental Health, the Health Education Journal and the Journal of the Chartered College of Teaching and is also Guest Editor on Frontier’s LGBT Inclusion in Schools Research Topic, a reviewer for Mind's Mentally Healthy Universities programme and a founding member of the International Network of Transitions Researchers. This network is hosted by TCELT (Transformative Change: Educational and Life Transitions Research Centre) which is an international, interdisciplinary research centre at the University of Dundee.
Samuel has recently co-authored the Supporting LGBTQ+ Inclusion in Education series with Professor Jonathan Glazzard. This exciting series is contemporary and accessible. It synthesises key research on LGBTQ+ inclusion in a range of educational settings and highlights implications for practice. Additionally, Samuel has co-authored a Positive Mental Health series and he continues to work with several publishers including Critical Publishing and Sage.
- Multiple and Multi-dimensional Transitions: The impact of Covid-19 on Teachers
- Supporting Young People's Transitions during Covid-19
- Blog: Mental health and wellbeing of school leaders
- Blog: Empowering Teachers who are LGBTQ+
- Blog: The experiences of teachers who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+)
- Blog: Children and young people’s mental health: The role of schools
- Blog: Exam stress & Mental Health
- News: Pupils surviving on two hours' sleep due to 'phone addiction'
- News: 'Strong' public backing for primary LGBT lessons
- Blog: Mental Health in the Early Years and in Primary Schools
- News: Parents back calls for lessons on same sex relationships in school
- Blog: Technoference
- Blog: Body image and mental health
- Blog: Mental Health in Young People
- Blog: LGBT Inclusion in Schools
- News: Children checking phones 'every two minutes', researchers at Leeds Beckett University find
- News: LGBT inclusion in classrooms teaches children about respect and differences
- Blog: Inclusive Relationships Education
- Blog: The Mental Health of LGBTQ Students in Higher Education
- Blog: Social media and its effects on children and young people