Charlotte Greenway

Senior Lecturer
Dr Charlotte Greenway

Background

Dr. Charlotte Greenway is a Senior Lecturer in the Institute of Education and Humanities with over 20 years of teaching experience in the field of Psychology. She completed her PhD in 2010 and currently serves as Programme Manager for the MA in Children and Young People’s Mental Health. Her research and publications focus on areas including the knowledge and attitudes of educational practitioners towards ADHD, additional learning needs (ALN), inclusive education, and children’s well-being. Charlotte is deeply passionate about promoting inclusive practices and supporting the mental health and emotional development of children, particularly those with diverse educational and psychological profiles. Her work is driven by a commitment to understanding and advocating for the needs of vulnerable young people through evidence-based research and teaching.

Specialist Subjects

  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Additional Learning Needs
  • Children’s Well-being
  • Play and Therapeutic Play (MSc)
  • Children’s Analogical Problem Solving (PhD)

Professional and/or Research Experience

Dr. Charlotte Greenway’s research spans a wide range of topics related to inclusive education, ALN, and children and young people’s mental health and well-being. Her work explores how educational practitioners engage with policy frameworks, particularly within the Welsh context and investigates how classroom practices, such as grouping strategies and support structures, impact learner experiences. She has published widely on ADHD, including teacher knowledge, pupil perceptions, and the role of teaching assistants. Charlotte’s research also includes qualitative and policy-focused studies on the implementation of whole-school approaches to emotional and mental health, the evolving role of ALNCos under Welsh reform, and the intersection of play, creativity, and inclusion. Her work frequently contributes to government reports, academic books, and practitioner guidance, supporting the development of evidence-informed approaches to inclusive and mental health-focused education.

Qualifications

  • Licentiate Diploma in Performing Arts, Welsh College of Music and Drama
  • BSc Psychology (Hons), University of Glamorgan
  • MSc Play and Therapeutic Play, University of South Wales
  • MPhil-PhD Psychology, University of Glamorgan

Languages Spoken

English

Professional Membership or Roles

British Psychological Society (BPS)
Chartered Psychologist (CPsychol)
Fellow of the Higher Education Academy (FHEA)
BPS Test User: Occupational Ability Qualification
BPS Test User: Occupational Personality Qualification
BPS Register of Qualifications in Test Use (RQTU)

Link to Orcid Profile

ORCID Research profile

Professional Publications

  • Greenway, C., Ryder, N., & Eleri, S. (2025). From policy to practice: Education practitioners’ engagement with Wales’ framework on embedding a whole-school approach to emotional and mental health and well-being. Pastoral Care in Education, 1–17.
  • Greenway, C. W., Conn, C., Knight, C., Thomas, D. V. & Formby, L., (2025) “Exploring Classroom Grouping Practices in Wales”, Wales Journal of Education 27(1), 79–106.
  • Murphy, A., Greenway, C., & Conn, C. (2024) Negotiating additional learning needs reform in Wales: The voice of the ALNCo. British Journal of Special Education. 2024;00:1–9.
  • Nanna Ryder, Charlotte Greenway a Siobhan Eleri (2024) Adolygiad integredig o’r dull ysgol-gyfan o gefnogi iechyd a lles emosiynol a meddyliol dysgwyr yng Nghymru. Gwerddon 38, (November), 77–102.
  • Carmel Conn, Alison Murphy, & Charlotte Greenway (2024). Margins of manoeuvrability for inclusive education. In Carmel Conn, Bethan Mitchell, Matt Hutt (Eds.) Working with Uncertainty for Educational Change: Orientations for Professional Practice (pp. 169
  • Conn, C., Thomas, D. V., Knight, C., Greenway, C., & Formby, L. (2024). Learner experiences of low attainment groups in the context of a rights approach to education. Pedagogy, Culture & Society, 1-17.
  • Greenway, C. W. (2023). Teacher Knowledge of ADHD in Children. In Clinical Handbook of ADHD Assessment and Treatment Across the Lifespan (pp. 183-207). Cham: Springer International Publishing.
  • Greenway, C. W., Robinson, A. H., & King, J. M. (2023). The effect of social devaluation, labeling, and familiarity on children's attitudes and behavioral intentions toward a peer with symptoms of ADHD. Psychology in the Schools,1-14.
  • Conn, C., Formby, L., Greenway, C., Knight, C. and Thomas, D. S. (2023) Grouping practices for learning support: Research to investigate the use of groups in schools with a focus on inclusive education and additional learning needs. Welsh Government. Rese
  • Bowen G & Greenway C.W. (2022) An Exploration of Adolescents’ Perceptions of Their Attention-Deficit/Hyperactivity Disorder: A Qualitative Pilot Study. Int J Autism & Relat Disabil 5: 153.
  • Greenway, C. W. & Hutchings, L. (2022). Play, Creativity and Well-Being. In J. Water-Davies (Ed.), Introduction to Play (1st ed., pp. 81-94). London, Sage. https://uk.sagepub.com/en-gb/eur/introduction-to-play/book274681
  • Ryder, N. & Greenway, C. W. (2022). Play and Inclusion. In J. Water-Davies (Ed.), Introduction to Play (1st ed., pp. 157-169). London, Sage. https://uk.sagepub.com/en-gb/eur/introduction-to-play/book274681
  • Greenway, C. W., & Rees Edwards, A. (2021). Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study. British Journal of Special Education, 48(3), 347-368.
  • Barnes, J., Greenway, C., & Morgan, C. (2021). How has Covid-19 affected how teacher educators engage their students in learning? (Education & Covid-19 series). British Educational Research Association
  • Greenway, C. W., & Rees Edwards, A. (2021). Agweddau Athrawon tuag at ADCG: Adolygiad ac Argymhellion ar gyfer y Dyfodol, Gwerddon, 32, (March), 7–25.
  • Greenway, C.W., & Eaton-Thomas, K (2020). Parent experiences of home-schooling children with special educational needs during the COVID-19 pandemic. British Journal of Special Education, 47(4), 510-535.
  • Greenway, C. W., & Rees Edwards, A. (2020). Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants. Australian Journal of Learning Difficulties, 25(1), 31-49.
  • Greenway, C. W., & Price, C. (2019). Muscle dysmorphia and Self-esteem in former and current users of anabolic-androgenic steroids. Performance Enhancement & Health, 100-154.
  • Greenway, C. W., & Price, C. (2018). A qualitative study of the motivations for anabolic-androgenic steroid use: The role of muscle dysmorphia and self-esteem in long-term users. Performance enhancement & health, 6(1), 12-20.
  • Greenway, C. W. (2018). The efficacy of Social Stories in the classroom to reduce disruptive behaviours in children with ADHD. Acta Psychopathologica, 4(3), 1-10.

Available to Supervise Doctoral Students

Yes