Karen is Joint Programme Leader for the BA (Hons) Education Studies with Inclusion degree (with Dr Mia Smith). She is also the Disability Co-ordinator for the School of Education.
Karen predominantly teaches on Education Studies modules, as well as those related to the Education Studies and Inclusion programme. She is a Fellow of the Higher Education Academy, after completing the PG Cert in Learning and Teaching in Higher Education at LJMU in 2014. She is also a PhD supervisor.
Karen completed her PhD at Lancaster University in 2013, which was funded by a studentship awarded by the Economic and Social Research Council. Her PhD thesis focused on the home-school relationships between parents of children with Special Educational Needs (particularly those with Behavioural, Emotional and Social Difficulties) and educational practitioners.
Karen has recently published articles within the following journals; European Journal of Special Needs Education; British Journal of Special Education; Support for Learning; Journal of Research in Special Educational Needs; International Journal of Primary, Elementary and Early Years Education (Education 3-13); and Pastoral Care in Education. She has also presented papers at the British Educational Research Association conference, Teacher Education Advancement Network conference and Faculty of Education, Health and Community annual conference at LJMU. Her research continues to centralise on issues surrounding home-school relationships, parental responsibility and Special Educational Needs. She also has professional and personal interest in the experiences of parents who have children with Autistic Spectrum Conditions.
Alongside this, Karen has worked as a Lecturer at Lancaster University on the Psychology in Education degree, as well as a Lecturer at the University of Central Lancashire (UCLan) on the Education Studies programme.
Prior to this, Karen completed her MA in Educational Research at Lancaster University and a BA (Hons.) Education Studies with Psychology at UCLan. During this time, she also worked as a Research Assistant within the School of Education and Social Science at UCLan, exploring how to enhance undergraduate student employability.
She also has over ten years experience of supporting children with Special Educational Needs and Disabilities (SEND) within schools and the community, having worked previously as a Support Worker for children with Autistic Spectrum Conditions, Inclusion Support Worker, Summer School Officer and Teaching Assistant.
2014, Liverpool John Moores University, United Kingdom, PG Cert Learning and Teaching in Higher Education
2013, Lancaster University, United Kingdom, PhD Educational Research
2010, Lancaster University, United Kingdom, MA Educational Research
2009, University of Central Lancashire, United Kingdom, BA (Hons.) Education Studies with Psychology
Joint Programme Leader BA (Hons) Education Studies and Inclusion (with Dr Mia Smith), Education, Liverpool John Moores University, 2019 - present
Disability Co-ordinator for the School of Education, Education, Liverpool John Moores University, 2019 - present
Senior Lecturer in Education and Early Childhood Studies, Liverpool John Moores University, 2013 - present
Associate Lecturer in Education Studies, University of Central Lancashire, 2012 - 2013
Postgraduate Seminar Tutor in Psychology in Education, Lancaster University, 2010 - 2012
Research Assistant, University of Central Lancashire, 2010 - 2010
PhD Educational Research, United Kingdom, Lancaster University, 2010 - 2013
Broomhead KE. 2019. The influence of the nature of children's disabilities on societal reactions experienced by their parents Journal of Research in Special Educational Needs, 19 :126-134 >DOI
Smith M, Broomhead K. 2019. Time, expertise and status: barriers faced by mainstream primary school SENCos in the pursuit of providing effective provision for children with SEND Support for Learning, 34 :54-70 >DOI
Broomhead KE. 2018. Perceived responsibility for developing and maintaining home–school partnerships: the experiences of parents and practitioners British Journal of Special Education, 45 :435-453 >DOI
Broomhead KE. 2018. Acceptance or rejection? The social experiences of children with special educational needs and disabilities within a mainstream primary school Education 3-13, >DOI
Broomhead KE. 2014. ‘A clash of two worlds’; disjuncture between the norms and values held by educational practitioners and parents of children with behavioural, emotional and social difficulties. British Journal of Special Education, 41 :136-150
Broomhead KE. 2013. 'You cannot learn this from a book'; pre-service teachers developing empathy towards parents of children with Special Educational Needs (SEN) via parent stories European Journal of Special Needs Education, 28 :173-186 >DOI
Broomhead KE. 2013. Preferential treatment or unwanted in mainstream schools? The perceptions of parents and teachers with regards to pupils with special educational needs and challenging behaviour Support for Learning, 28 :4-10 >DOI
Broomhead KE. 2013. Blame, guilt and the need for ‘labels’; insights from parents of children with Special Educational Needs (SEN) and educational practitioners. British Journal of Special Education, 40 :14-21 >DOI
Broomhead KE. 2013. 'Going the extra mile': Educational practitioners compensating for perceived inadequacies in the parenting of children with behavioural, emotional and social difficulties (BESD) Pastoral Care in Education, 31 :309-320 >DOI
Broomhead KE. 'They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural, emotional and social difficulties The Journal of Research in Special Educational Needs, >DOI
Broomhead KE. Developing Empathy; encouraging student teachers to build effective relationships with parents of children with SEN. Teacher Education Advancement Network
Broomhead KE. ‘When you’ve got that diagnosis…it’s a big weight off your shoulders’: the need for a label of Special Educational Needs to reduce parental blame and guilt. British Educational Research Association
Broomhead KE. ‘Bad’ parents versus ‘good’ teachers in relation to children with Behavioural, Emotional and Social Difficulties (BESD). Faculty of Education, Health and Community Conference
Engagement & Impact
Other Professional Activity:
Governor at Hinderton Special School, Ellesmere Port