Liverpool Skyline

School of Education

Dr Peter Wood

Dr Peter Wood

Telephone: 0151 231 5298


I am a senior lecturer in Education and Early Childhood Studies in the School of Education. My teaching and research interests stem from my time working in primary schools as a Behaviour Support Worker and Learning Mentor. I teach across our suite of Education Studies and Early Childhood Studies degrees and lead the level 6 research dissertation module as well as those concerned with 'Holistic Child Development' and 'Schools and the Curriculum'. I contribute to other modules including 'Parents and Schools' and 'National and International Contemporary Issues in the Early Years', and supervise the research projects of our undergraduate and postgraduate students.

My recent research has largely focussed on the use of social and emotional learning schemes and pastoral teams within schools. I am particularly interested in the home-school relationship, teachers’ perceptions of parenting, and how they influence practices concerned within the development of children’s social, emotional and behavioural skills. Stemming from these research interests is a concern regarding the marginalisation and demonisation of the values, practices and behaviours of specific groups of children in our schools.

If you wish to apply for a PhD at LJMU on any of the above, or related topics, please do get in touch. As a Director of Studies, I am actively involved in the supervision of PhD students' doctoral work on topics including: 'The impact and effect of the UK government’s counter-terrorism policies, guidance, and legislation on secondary education' and 'Social pedagogy as a change agent'.

At present, I am leading a research project, funded by the Association for the Study of Primary Education, exploring SEND provision and inclusive practice across Multi-Academy Trusts. I have peer reviewed for journals including 'Gender and Education',' Education 3-13', 'International Journal of Early Years and 'Psychology of Education Review', and am currently guest editing a special issue for 'Education 3-13' that focusses on 'National and international approaches to SEND identification and provision'.


Lancaster University, United Kingdom, PhD
Lancaster University, United Kingdom, MA, Educational Research
University of Manchester, United Kingdom, MEd, Educational Psychology
Leeds Metropolitan University, United Kingdom, BSc, Applied Psychology


Journal article

Wood P. 2018. Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda? Pastoral Care in Education, 36 :253-265 >DOI >Public Url

Wood P, Brownhill S. 2018. 'Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector Gender and Education, 30 :172-186 >DOI >Public Url

Wood P. 2017. Promoting and marginalising young children’s social and emotional experiences through SEL Early Child Development and Care, 188 :879-891 >DOI >Public Url

Wood P. 2017. ‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools Education 3-13, 47 :741-754 >DOI >Public Url

Wood P. 2016. 'It's something I do as a parent, it's common sense to me' - Non-teaching staff members' perceptions of SEAL and their role in the development of children's social, emotional and behavioural skills The Psychology of Education Review, 40 :39-44 >Public Url

Wood P, Warin J. 2014. Social and emotional aspects of learning: Complementing, compensating and countering parental practices British Educational Research Journal, 40 :937-951 >DOI >Public Url

Wood P. 2011. More than one way to implement SEAL: What can we learn from contrasting approaches to SEAL? Social and Emotional Learning Update, :6-7

Conference publication

Wood P. 2017. Social and emotional learning schemes as tools of cultural imperialism European Conference on Educational Research, University College, Copenhagen, 22-25 August

McDonnell J, Wood P. 2016. 'British values' and character in UK education policy: Lessons from citizenship education and SEAL 8th Annual Conference for Research in Education: Values in Education, Edge Hill University, Ormskirk, 12-13 July

McDonnell J, Wood P. 2016. The political, moral and psychological contours of 'British values' promotion in UK education policy Social Justice in Times of Crisis and Hope: Young People, Well-being and the Politics of Education, RMIT University, Barcelona, 6-8 July

Wood P. 2015. ‘It’s something I do as a parent, it’s common sense to me’ – Primary school staff members’ perceptions of SEAL and their role in the development of children’s social, emotional and behavioural skills. The British Psychological Society, Psychology of Education Section, Annual Conference, Jury's Inn, Liverpool, 23-24 October

Wood P. 2011. The role of SEAL in endorsing ‘normal’ behaviour. 2nd Critical Disabilities Conference, Manchester Metropolitan University, Manchester, 14-15 September

Wood P. 2011. Holes in a ‘whole-school approach’: Variability between school staff members in their interpretation, use and evaluation of SEAL. 3rd Annual Conference on Learner Identity: Equity, Identity and Education, Edge Hill University, Ormskirk, 7-8 July

Wood P. 2011. Social and emotional aspects of learning: Complementing, compensating and countering parental styles. 2nd Teacher Education Advancement Network Conference, Manchester Conference Centre, Manchester, 20 May


Wood P. 2016. Social and Emotional Learning in Britain: Guarding against cultural pollution or maintaining culture? Brown MA. Migration and the Education of Young People 0-19: An Introductory Guide :22-37 London: Routledge 9781138903777 >DOI

Wood P. 2015. Values production through social and emotional learning O'Grady A, Cottle V. Exploring Education at Postgraduate Level Policy, Theory and Practice :52-62 London: Routledge 978-1-138-81408-0 >DOI

Engagement & Impact


Fellow of the Higher Education Academy, (FHEA)

Membership of professional bodies:

Member, British Psychological Society (BPS)

Member, British Educational Research Association (BERA)

Member, Social, Emotional & Behavioural Difficulties Association (SEBDA)

Teaching qualification:

Teaching and Learning in Higher Education (PGCE)