Rachel Leslie

Rachel Leslie is a Lecturer in Curriculum and Pedagogy with a focus on Educational Psychology at the University of Southern Queensland. She holds a PhD from the same institution, completed in 2024, and a Master’s degree from 2020, both centered on the experiences of children with dyslexia and their families. Her professional background includes roles as a teacher, learning support coordinator, and school guidance counsellor, which deeply informs her academic work.

• PhD, University of Southern Queensland, 2024
• Masters, University of Southern Queensland, 2020

Her research is dedicated to understanding and improving the educational experiences of vulnerable students. Key interests include educational psychology, inclusive education, dyslexia, microaggressions in schools, school refusal (or 'school can't'), and the relationship between academic difficulties and mental health. She emphasizes student wellbeing, equity, and the creation of supportive learning environments.

Her recent publications explore the subtle yet harmful nature of microaggressions in classrooms, the distinction between school reluctance and refusal, and strategies to support children experiencing anxiety around standardized testing like NAPLAN. These works highlight a consistent trend in her scholarship: translating psychological research into practical guidance for educators, parents, and policymakers to foster more inclusive and mentally healthy school environments.

• Professional Affiliations:
• Australian Psychologists and Counsellors in Schools (committee member)
• Queensland Guidance and Counselling Association
• Research Collaboration:
• Collaborates with the advocacy group School Can’t Australia.

Rachel Leslie is actively engaged in research and public scholarship, contributing to critical conversations about mental health, inclusion, and equity in the Australian education system. Her work bridges academic research with real-world application, aiming to support both students and the professionals who work with them.