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Ania Atkinson

Dr Ania Atkinson

Senior Lecturer

School of Social Sciences

Role

Dr Ania Atkinson is a Senior Lecturer and Researcher in Education Studies and SEND at the Nottingham Institute of Education at Nottingham Trent University. Ania is also the Course Leader for the BA (Hons) Education Studies, and is the lead for the SEND Special Interest Group.

Career overview

I have over 20 years’ experience teaching, teacher training, and lecturing in education and inclusion which include time spent at an international university in Thailand as a BA programme leader; and working in secondary schools as Head of Inclusive Education, Head of EAL and SENCo. I have also been involved in the development and training of new teachers and was responsible in leading and developing initial teacher training in SEND and EAL for a large school centred initial teacher training organisation.

I am the Course Leader for the BA (Hons) in Education Studies at NTU and am module lead for a number of inclusion based modules such as: SEND, Education for All, and Inclusive Education and Practice. I also lead the Special Educational Needs and Disabilities Special Interest Group (SEND SIG). This is a community of more than 300 professionals, academics, and SEND associates.

Research areas

My research specialises in inclusion and neurodivergence in education. I believe in research that is meaningful, useful, and has ability to improve the lives of children and young people.

I have a rapidly growing portfolio of research since completing my PhD in 2024.

Current Projects:

Navigating Neurodivergence in Higher Education: Access, Support, and Retention of Autistic Students and students with ADHD in UK Universities.

This scoping study addresses a critical and underexplored area in higher education: the access, support, and retention of neurodivergent students - specifically those with Autism and Attention Deficit Hyperactivity Disorder (ADHD) within UK universities. Currently at the planning stage.

From Isolation to Belonging: What autistic adults’ school experiences tell us about supporting pupils today.

This mixed-methods study explores autistic adults’ retrospective accounts of school experiences, centring peer relationships, teacher interactions, and school support. Drawing on survey data and written memoirs, it examines the long-term impact of schooling and the protective role of focused interests. The paper is currently being prepared for submission.

The Kenya Institute of Special Education (KISE) as an international case study for best practice SEND provision. 

Collaborative Case Study with Dr Makero (KISE). KISE is increasingly recognised as a leading institution in inclusive and special education across Kenya and the broader African continent. Despite operating within a low-resource context, KISE consistently delivers high-impact results. Its model offers valuable insights for UK schools, particularly for Special Educational Needs Coordinators (SENCOs) in the UK who are currently navigating significant financial constraints. There is much to be learned from KISE’s practices in terms of resource optimisation and inclusive pedagogy.

Co-editor, Book: Higher Education Policy in a Dynamic World: Social, Political and Technological Developments. 

This book argues that new frontiers in higher education policy are both shaped by and shaping today’s volatile world. Drawing on international case studies, the book consolidates an account of and reveals how current and emerging HE policies respond to and influence global shifts in technology, politics, sustainability, and social justice. Write up stage. Emerald Publishing.

Co-editor, Book: Navigating AI in Higher Education Policy: Governance, Justice and Innovation.

This book explores emerging AI-related policy challenges and opportunities in higher education across diverse global contexts, consolidating cutting-edge research into a comprehensive guide for institutions, policymakers, and scholars navigating the AI-driven transformation of higher education. Planning stage.

SEND Special Interest Group. A series of talks and academic discussion.

I lead the Special Educational Needs and Disabilities Special Interest Group (SEND SIG). This is a community of 300 professionals, academics, and SEND associates. If you would like to join our community or lead a talk, please get in contact: ania.atkinson@ntu.ac.uk Everyone with an interest in SEND is most welcome.

External activity

Member of the Scientific Committee, LICIE 2026, University College London (UCL).

External Examiner for the BA Hons Education Studies, Leeds Beckett University.

Governor for Middleton Primary and Nursery School, Nottingham.

Partnership with KISE (Kenyan Institute of Special Education).

Fellow of The Higher Education Academy (FHEA)

Chair of the SEND Special Interest Group

Member of The National Association for Special Educational Needs (NASEN)

Member of Advance Higher Education (Advance HE)

Member of The Centre for Research in Language, Education and Developmental Inequalities

Member of the Work Futures Research Group

Member of The British Educational Research Association (BERA)

Member of The United Kingdom Advising and Tutoring Association (UKAT)

Publications

Atkinson, A. (2026). An Interest-Based Exploration of Monotropism and Its Use in the Classroom. In N. Keates & K. Waldock (Eds.), Neurodivergent Education and Lifelong Learning (pp. 129-146). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8044-4.ch007

Atkinson, A & Iao, L-S. (2026). Like an alien on this planet. Autism, relationships, and school. BERA Blog: https://www.bera.ac.uk/blog/like-an-alien-on-this-planet-autism-relationships-and-school

Atkinson, A. (2025) Not just Émile: exploring the education of new teachers through a Rousseauian lens, Journal of Philosophy of Education,  https://doi.org/10.1093/jopedu/qhaf095

Atkinson, A. & Rolph, C. (2025) 'Using AI to support personalised learning for autistic students', Working Papers Series 'Meeting New Challenges in Education', Working Paper 13, (Issue 3), pp.87-92 https://www.ntu.ac.uk/__data/assets/pdf_file/0023/2631344/Issue-3,-March-2025.pdf

Atkinson, A. (2025) 'Equitable Education: What everyone working in education should know about closing the attainment gap for all pupils. By S. Choudry, St Albans: Critical Publishing, 2021. [Book Review]', Available at: https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12579

Bradbury, A., Wright, D., Boardman, K., Thompson, P., Jarvis, P., Cowley, S., Veale, V., Wayne, D., Swailes, R., Scollan, A., Grimmer, T. & Renshaw, K. (2025) 'Play Matters. [Contributor to: Chapter 6; Play and Special Educational Needs]', Available at: https://www.early-years-reviews.com/play-matters

Atkinson, A. (2024) 'Autism: The benefits of Monotropism and Flow States and its applications for the classroom', BERA Blog, 23 October 2024, Available at: https://www.bera.ac.uk/blog/autism-the-benefits-of-monotropism-and-flow-states-and-its-applications-for-the-classroom

Atkinson, A. (2024) 'The Marvels of Monotropism', SEN, Issue: 132 (Sept/Oct), pp.11, Available at: https://senmagazine.co.uk

Atkinson, A. (2024) 'I Am an Autistic Girl: A Book to Help Young Girls Discover and Celebrate Being Autistic. By Bulhak-Paterson, D., Jessica Kingsley Publishers. Support for Learning [Book Review]', Available at: https://doi.org/10.1111/1467-9604.12509

Atkinson, A. (2024) 'An exploration into the induction needs of new teachers through the lens of Rousseau and Émilian autodidacticism', PhD, Nottingham Trent University, Available at: https://irep.ntu.ac.uk/id/eprint/51506/

Atkinson, A. (2023) 'Where are the teachers' voices in the reform of early career teacher induction?', BERA Blog, 9 January 2023, Available at: https://www.bera.ac.uk/blog/where-are-the-teachers-voices-in-the-reform-of-early-career-teacher-induction

Conferences

Atkinson, A. (2025). Autism: Monotropism and flow states. Paper presented at the London International Conference of Inclusive Education, UCL, London, UK. https://www.licie.co.uk/programme

Atkinson, A. (2025) Autism - Monotropism and its applications for the classroom.  Paper presented at BERA, University of Sussex, UK. https://www.bera.ac.uk/conference/bera-conference-2025/programme

Atkinson, A. (2019) Newly Qualified Teacher Needs. Paper presented at the Social Sciences Research Conference, Nottingham Trent University. Nottingham: Grappling with theory and practice.

Funding

2025: The British Academy. Research Grant (£10,000) for 'Autistic Experiences of School' - Bid awaiting response.

2025: The Society for Research in Higher Education. Research Award (£5000) for 'Navigating Neurodivergence in Higher Education ' - Bid awaiting response.

2025: Internal funding: Centre for Research in Language, Education, and Developmental Inequalities (£1000). KISE as an international case study for best practice SEND provision.

2024: Internal funding: School of Social Sciences (£3000). Enrichment funding for the work and wellness project.

Editing and Peer Review

Invited to peer review for the Special Issue (2026) of the Journal of Research in Special Educational Needs. Forthcoming.

Peer review:  Working Papers Series 'Meeting New Challenges in Education', Working Paper 13, (Issue 3) https://www.ntu.ac.uk/__data/assets/pdf_file/0023/2631344/Issue-3,-March-2025.pdf

Press expertise

Special Education and Inclusion

Autism, Monotropism and Flow States.

Course(s) I teach on

My goals are linked to: quality education, reduced inequalities, and good health and well-being.

4 - Quality Education Badge 10 - Reduced Inequalities Badge 3 - Good Health and Well-Being Badge