Karen is Joint Programme Leader for the BA (Hons) Education and Special Educational Needs degree (with Dr Mia Smith), and has been a Senior Lecturer in Education and Early Childhood Studies at LJMU since 2013.
Karen predominantly teaches on Special Educational Needs modules, as well as those related to Education more generally (particularly Parental Involvement and Home-School Relationships). 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, with a key focus on perceptions of blame, stigma, partnership and empathy.
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, Pathological Demand Avoidance and/or complex needs.
Prior to employment at LJMU, Karen 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. Karen completed her MA in Educational Research at Lancaster University and 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 fifteen 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 and researcher.
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
2017, National Autistic Society, Member
2010, British Educational Research Association, Member
2010, Social, Emotional and Behavioural Difficulties Association, Member
2010, National Association for Special Educational Needs, Member
2009, Lancashire County Council, Safeguarding Children
2009, Play Inclusion Project, Disability and Inclusion
2009, University of Central Lancashire, United Kingdom, Skills for Working with Young People
2008, Lancashire County Council, Supporting Children in Early Years Settings
Joint Programme Leader BA (Hons) Education and Special Educational Needs (with Dr Mia Smith), 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 The Journal of Research in Special Educational Needs, 19 :126-134 DOI Publisher Url Public Url
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 Publisher Url Public Url
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 Publisher Url Public Url
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: the professional journal for primary education, 47 :877-888 DOI Publisher Url Public Url
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 DOI Publisher Url
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 Publisher Url
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 Author Url Publisher Url
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 Publisher Url
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 Publisher Url
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 Publisher Url
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
Other Professional Activity:
Governor at Hinderton Special School, Ellesmere Port.