Publications and media

For a plain-English tour of what these papers found, see my research. My ORCID iD is 0000-0002-3827-9954.

Peer-reviewed publications

• Wood, P., Ross, H. and Malone, E. (2025) ‘Meeting the well-being needs of children with literacy difficulties: a whole school appreciation of adaptive teaching strategies that prioritise the individual’, Pastoral Care in Education, pp. 1-19. DOI
• Ross, H., Malone, E. and Wood, P. (2025) ‘Teachers’ views on the implementation of adaptive literacy and well-being strategies: a case study’, Education 3-13, pp. 1-16. DOI
• Kucirkova, N. I., Cherner, T., Dubé, A. K., Pasquarella, A., Pitchford, N. and Ross, H. (2025) ‘Commentary: Suggestions for guidance by academics who collaborate with digital companies, a commentary on Bourgaize et al. (2025)’, Child and Adolescent Mental Health, 30 (3) pp. 292-295. DOI
• Ross, H. (2024) ‘Impact of OrCam Learn on reading comprehension’, Support for Learning, 39 (3) pp. 95-103. DOI
• Ross, H. (2024) ‘Dyslexia Assessment: Processes, Paperwork and Practicality for Parents’, The Professional Association of Teachers of Students with Specific Learning Difficulties Bulletin, Summer 2024.
• Ross, H., Rudd, J. A., Skains, R. L., and Horry, R. (2023) ‘Climate change education through the You and CO2 programme: modelling student engagement and teacher delivery during COVID-19’, Environmental Education Research. DOI
• Horry, R., Rudd, J. A., Ross, H. and Skains, R. L. (2023) ‘Development and Validation of the Climate Capability Scale’, Sustainability, 15 (15) 11933. DOI
• Ross, H. (2023) ‘Educating Post COVID-19: Moving on From Pandemic Pedagogy’, The Independent Scholar, 9 pp. 5-22. Available online
• Ross, H. (2022) ‘The Butter-Cream-Jam Conundrum: A History of Culture Wars in Southwest England’ in Ross, H., Haste, A. and Baines L. (eds) Global Cuisines by Independent Scholars: A Learned Cookbook. Vermont: National Coalition of Independent Scholars, pp. 54-57. Available online
• Ross, Helen (2021) ‘Between Home and School: Exploring Parents’ Experiences of Educating in a Pandemic’ in Parenting: Challenges of Child Rearing in a Changing Society, S. Ali Samadi (ed). DOI
• Ross, Helen (2021) ‘I’m Dyslexic but What Does That Even Mean?: Young People’s Experiences of Dyslexia Support Interventions in Mainstream Classrooms’, Scandinavian Journal of Disability Research, 23 (1) pp. 284-294. DOI
• Ross, H., Rudd, J., Skains, R. L. and Horry, R. (2021) ‘How Big is My Carbon Footprint: Understanding Young People’s Engagement with Climate Change’, Sustainability, 13 (4): 1961. DOI
• Ross, H. (2020) ‘“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia’ in Dyslexia, J. Glazzard (ed), pp. 289-311. DOI
• Ross, H. (2020) ‘Review 2: The support systems for individuals with SpLDs’ in Council for Science and Technology, Current Understanding, Support Systems, and Technology-led Interventions for Specific Learning Difficulties. London: The Council for Science and Technology. Available online
• Ross, H. (2019) ‘A case study: developing a safe space for vulnerable young people at school’, Support for Learning, 34 (2) pp. 162-178. DOI
• Ross, H. (2019) ‘Supporting a child with dyslexia: how parents and carers engage with school-based support for their children’, British Journal of Special Education, 46 (2) pp. 136-156. DOI
• Ross, H. (2017) ‘An exploration of teachers’ agency and social relationships within dyslexia-support provision in an English secondary school’, British Journal of Special Education, 44 (2) pp. 186-202. DOI

Books

• Ross, H. (2025) Literacy Learning Journeys: An Educator’s Guide to Dyslexia, Ages 0-18. London: Speechmark by Routledge. Publisher page
• Ross, H., Haste, A. and Baines L. (eds) (2022) Global Cuisines by Independent Scholars: A Learned Cookbook. Vermont: National Coalition of Independent Scholars. Available online

Reports

• Ross, H. (2026) School & Beyond: Supporting Dyslexic & Neurodivergent Girls’ Next Moves. London: Churchill Fellowship. Available online and about the Fellowship

Doctoral thesis

• Ross, H. (2017) Where do I fit it? Exploring how dyslexic young people experience social interactions in a mainstream secondary school. PhD thesis, Department of Social and Policy Sciences, University of Bath. Available online

Invited and guest publications

• Ross, H. in Akinde, F. (2026) Exploring intersectionality in schools: Voices on race and SEND for advocacy and change. Abingdon: Routledge. Available online
• Ross, H. in Durrant, G. (ed.) (2026) Questions on SEND: Developing inclusive practice as an early career teacher. Abingdon: Routledge. DOI
• Ross, H. (2026) ‘Reflections on a Churchill Fellowship: Perspectives on the (Lack of) Choices We Afford Our Children and Young People’, NeuroConverse, 3 (1). Available online
• Ross, H. (2026) ‘Dyslexia and Tech in Your Class’, Assistive Tech Superstore Blog, 9 April, updated 1 June 2026. Available online
• Ross, H. (2023, March) ‘No Woman is an Island’, From the Council to the Commons Chamber, 3: 25.
• Ross, H. (2023, February) ‘Integrating dyslexia support into mainstream teaching’, TeachIt CPD. Available online
• Ross, H. (2022, November) ‘Dyslexia: from the Inside and Out’, Dystinct Magazine, 12: 41-56. Available online
• Ross, H. (2022, October) ‘A grand day out: Shifting a narrative in Swindon’, British Dyslexia Association Contact Magazine, pp. 24-25.
• Ross, H. (2022) ‘Towards independence: blazing your trail as a freelance researcher’, Times Higher Education. Available online
• Ross, H. (2022) ‘Helen Ross’ in Women in Academia Support Network, ResearcHer. Bingley: Emerald Publishing, pp. 101-104. DOI
• Ross, H. (2021) ‘Speaking and writing quietly into the abyss: SEND and inclusion training for teachers’, SEN Magazine, 114: 32-33. Available online
• Ross, H. (2021) ‘Working with your child’s school’, invited chapter in British Dyslexia Association, Guide to Dyslexia for Parents.
• Ross, H. (2021) ‘From A to B and all the way to Z, but what do you do when they can’t get there?: Supporting your child at school’, invited chapter in British Dyslexia Association, Dyslexia Handbook 2021. Bracknell: British Dyslexia Association.
• Ross, H. (2021) ‘Let’s talk about dyslexia’, webinar with Bowen, J. for Scanning Pens, 24 March. Available on request from scanningpens.co.uk.
• Ross, H. (2020) ‘Creativity in the Curriculum: An Exam Production-Line’. Available online
• Ross, H. (2020) ‘Lockdown Life: Dyslexia at a Distance’, invited blog for the British Dyslexia Association. Available online
• Ross, H. (2019) ‘Are We Supporting All of Our Children? The Cost of Dyslexia to Families’, University of Bath IPR Blog, 24 April. Available online

Evidence, conference papers and other work

• Ross, H. (2021) ‘It’s impossible to read the pupils and the pupils can’t read the work: Teachers’ and Parents’ experiences of remote learning’. A presentation to the All-Party Parliamentary Group on Dyslexia and Specific Learning Difficulties. London, 4 March. Available online
• Ross, H. (2021) ‘Mind the Gap: Bridging the gap between teaching practice and parental expectations for children with Specific Learning Difficulties’. Conference paper, UKEdChat 2021 Online Conference, 3 April.
• Ross, H. (2021) ‘Mind the Gap: Understanding teachers’ and parents’ differing views of dyslexia-friendly practice in COVID-19 remote-learning’. Conference paper, QuickFIRE Conference, 24 March.
• Ross, H. (2021) ‘Where do we slot in? Teaching migration in an English secondary school’. Invited talk, The Royal Society of Edinburgh Research Workshops, 25 February. Available online
• Ross, H. (2021) ‘Book Review: Young people’s development and the great recession: Uncertain transitions and precarious futures, Ingrid Schoon and John Bynner’, Social Policy and Administration. DOI
• Ross, H. (2020) ‘The COVID-19 School Closures: Effects on Learning and Teaching for Students with Special Educational Needs and Disabilities’. Response to the Department for Education Select Committee call for evidence. Available online
• Ross, H. and Hicks, J. (2019) ‘Managing Dyslexia as a Family’ in Hodgson, S., Addington Lord, and Smith, H., The Human Cost of Dyslexia: The Emotional and Psychological Impact of Poorly Supported Dyslexia. A report from the All-Party Parliamentary Group for Dyslexia and other SpLDs, April 2019. London, pp. 14-24. Available online
• Ross, H. (2019) ‘The Dyslexia Challenge’, SEN Magazine. Available online
• Ross, H. (2019) ‘I’m not hiding, you just can’t see me: understanding how schools help learners with hidden learning needs’, Chartered College of Teaching. Available online
• Ross, H. (2019) ‘How can education be inclusive when we’re not sure what inclusion is?’, UKEd Magazine, 15 May, p. 12. Available online
• Ross, H. (2019) ‘Testing. Testing’, The Little Things Magazine, 31 May, p. 10. Available online
• Ross, H. (2019) ‘Surviving SATs Season’, The Little Things Magazine, 16 March, p. 25. Available online
• Ross, H. (2018) ‘Bored Games’, The Little Things Magazine, 12 December, p. 12. Available online
• Ross, H. (2018) ‘Wobbly Transitions’, The Little Things Magazine, 23 October, p. 29. Available online
• Ross, H. (2018) ‘How do we view young people with hidden disabilities in educational discourse?’, Chartered College of Teaching. Available online
• Ross, H. (2017) ‘Am I a Good Teacher?: How Teachers Construct Themselves’, Chartered College of Teaching. Available online
• Ross, H. (2016) ‘Dyslexia in the Classroom: Accessing Support’. Poster, University of Bath Faculty of Health and Social Sciences Postgraduate Research Showcase, 12 April. Available online