Roisin Perry

Roisin Perry is a PhD Student at Birkbeck, University of London, supervised by Prof. Andrew Tolmie (UCL Institute of Education), Prof. Michael Thomas, Prof. Emily Jones, and Prof. Iroise Dumontheil. She holds teaching positions as a Teaching Assistant at UCL, Research Methods Demonstrator at Birkbeck, and Associate Lecturer at Oxford Brookes University.

Her educational background includes:

• Mphil/PhD Psychology and Human Development at UCL Institute of Education (2020-present)
• MSc Applied Paediatric Neuropsychology (Distinction) at UCL GOSH Institute of Child Health (2019-2020)
• BSc (Hons) Psychology (First Class) at University of Exeter (2016-2019)

Her research focuses on the relationship between executive functioning and school attainment across childhood and adolescence, using longitudinal cohort studies. She investigates how socioeconomic status, health behaviors, technology use, and autism influence cognitive measures and school success. Her broader theme is promoting positive mental health and effective learning in schools, especially for pupils with neurodevelopmental disorders.

Her publication record demonstrates early-career contributions to evidence-based interventions in educational settings. The 2021 School Mental Health article on ADHD interventions applies the Delphi method to prioritize school-based strategies, reflecting her interdisciplinary approach spanning cognitive psychology, mental health, and educational policy.

Her scientific awards include:

• UBEL DTP ESRC +3 PhD studentship (2020-2023)
• BPS award for the most outstanding student on the BSc Psychology programme (University of Exeter, 2019)

She has secured ESRC doctoral funding and presented research internationally at venues including the CBCD Workshop and Flux Congress. Her teaching roles across three institutions directly support her research translation efforts in child development and educational psychology.

She collaborates with the CHARM group at the University of Cambridge and conducts patient and public involvement initiatives with schools to ensure her ADHD research addresses real-world educational challenges.