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Samuel Stones

Part-time Lecturer

Samuel Stones is a Lecturer and Researcher at Leeds Beckett University as well as Assistant Headteacher at a secondary school and sixth form located in North Yorkshire. He also holds a national training role with a large multi-academy trust. Samuel's research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools at Leeds Beckett University.

Samuel's research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Trans, with specific emphasis on the impact of sexual orientation on teacher identity and mental health. Samuel's research explores issues of social justice and inclusion, particularly in relation to mental health, special educational needs, sexual orientation and gender identity.

Current Teaching

Samuel works with initial teacher training students in school-based and university contexts and he leads on a range of Key Stage 4 and 5 courses within a secondary school and sixth form college. He is also an MA Dissertation supervisor within the Carnegie School of Education here at Leeds Beckett University.

Alongside these roles, Samuel works closely with a range of educational publishers including Hodder, Seneca Learning, ZigZag and CGP. He also holds several examiner, moderator and senior assessor positions with three awarding and examination bodies both in the United Kingdom and overseas.

In 2018, Samuel was awarded Teacher of the Year at The Pride of Malton and Norton awards ceremony. In 2019, he was also awarded North Yorkshire Secondary Classroom Teacher of the Year in an awards ceremony hosted by North Yorkshire Education Services.

Research Interests

Samuel's research outputs are linked with the Centre for LGBTQ+ Inclusion in Education and the Carnegie Centre of Excellence for Mental Health in Schools at Leeds Beckett University. His research explores the experiences of teachers who identify as Lesbian, Gay, Bisexual and Transgender, with specific emphasis on the impact of sexual orientation on teacher identity and mental health. Samuel's research explores issues of social justice and inclusion, particularly in relation to mental health, special educational needs, sexual orientation and gender identity.

He is particularly interested in the factors which shape agency, identities and resilience of teachers with non-normative gender identities and sexual orientations. Samuel is also interested in how identities intersect and multiple forms of marginalisation, oppression and discrimination which occur from intersectional minority identities in children, young people and teachers.

Samuel draws on the work of Foucault to explore the ways in which discourses create people as subjects and objects of power, with a focus on educational settings. He also draws on Queer Theory and Critical Psychology to question some of the traditional assumptions about sexuality, disability and race. He embraces postmodern and poststructuralist perspectives on inclusion.

Samuel is an Academic Reviewer for St Anne's College, University of Oxford and he is a member of the University of Cambridge Wellbeing & Inclusion Special Interest Group. Samuel sits on the Editorial Board for the International Journal of Learning, Teaching and Educational Research and the Science Journal of Education. He is a Peer Reviewer for the Journal of Public Mental Health, the Health Education Journal and the Journal of the Chartered College of Teaching and is also Guest Editor on Frontier’s LGBT Inclusion in Schools Research Topic, a reviewer for Mind's Mentally Healthy Universities programme and a founding member of the International Network of Transitions Researchers. This network is hosted by TCELT (Transformative Change: Educational and Life Transitions Research Centre) which is an international, interdisciplinary research centre at the University of Dundee.

Samuel has recently co-authored the Supporting LGBTQ+ Inclusion in Education series with Professor Jonathan Glazzard. This exciting series is contemporary and accessible. It synthesises key research on LGBTQ+ inclusion in a range of educational settings and highlights implications for practice. Additionally, Samuel has co-authored a Positive Mental Health series and he continues to work with several publishers including Critical Publishing and Sage.

0113 8124353
Samuel.Stones@leedsbeckett.ac.uk
Carnegie Hall, 205, Headingley Campus

Carnegie School of Education

Ask Me About

Education
Mental health
Teacher training
Teaching

Selected Outputs

Glazzard J; Stokoe J; Stones S (2020) Support and teacher well-being. In: Hargreaves E; Rolls L ed. Reimagining Professional Development in Schools. London: Routledge, pp. 207-219.
Glazzard J; Stones S (2020) Introductory Chapter: Selected Topics in Child and Adolescent Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 1-5.
Glazzard J; Stones S (2020) How can we provide children with special educational needs with a quality learning experience?. In: Lord J ed. Studying Education. London: Learning Matters, pp. 179-196.
Glazzard J; Stones S (2020) Supporting Student Teachers with Minority Identities: The Importance of Pastoral Care and Social Justice in Initial Teacher Education. In: Beckett L ed. Research-Informed Teacher Learning. London: Routledge, pp. 127-138.
Glazzard J; Stones S (2019) Social Media and Young People's Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 7-20.

Stones S; Glazzard J (2019) Tales from the chalkface: the lived experiences of LGBTQ+ teachers. In: National LGBT+ Educators Conference 2019, 29 November 2019 - 1 December 2019, Blackpool.

Stones S; Glazzard J (2021) The serious side of nature, outdoor learning & play [Online] BERA.

Available from: https://www.bera.ac.uk/publication/summer-2021
Jindal-Snape D; Culshaw S; Maitland J; Quickfall A; Clarke E; Thompson S; Jayman M (2021) Contemporary issues in mental health and wellbeing in education [Online] BERA.

Available from: https://www.bera.ac.uk/publication/spring-2021
Glazzard J; Stones S (2020) The impact of Covid 19 on the Wellbeing of Education Professionals [Online]

Available from: https://www.leedsbeckett.ac.uk/blogs/research-enterprise/2020/09/the-impact-of-covid-19-on-the-wellbeing-of-education-professionals/
Glazzard J; Stones S; Jindal-Snape D; Murray C; Laird C (2020) University lives in transition [Online]

Available from: https://discovery.dundee.ac.uk/en/publications/university-lives-in-transition
Stones S (2020) Multiple and Multi-Dimensional Transitions (MMT): From Primary to Secondary [Online] International Network of Transitions Researchers, University of Dundee.

Available from: https://tceltintr679475724.wordpress.com/2020/06/18/multiple-and-multi-dimensional-transitions-mmt-from-primary-to-secondary/
Glazzard J; Stones S (2020) Promoting wellbeing through inclusion: supporting our LGBTQ+ young people and teachers [Online]

Available from: https://cambridgewellbeingandinclusion.wordpress.com/2020/06/08/promoting-wellbeing-through-inclusion-supporting-our-lgbtq-young-people-and-teachers/
Glazzard J; Stones S (2020) Multiple and multi-dimensional transitions for students in higher education: The impact of the Covid-19 lockdown [Online] International Network of Transitions Researchers.

Available from: https://tceltintr679475724.wordpress.com/2020/05/31/blog-12-multiple-and-multi-dimensional-transitions-for-students-in-higher-education-the-impact-of-the-covid-19-lockdown/

Glazzard J; Vicars M; Carlile A; Stones S (In press) LGBT Inclusion in Schools (Special Edition). Frontiers in Sociology, Frontiers in Psychology
Glazzard J; Stones S (2021) Running Scared? A Critical Analysis of LGBTQ+ Inclusion policy in Schools. Frontiers in Sociology

https://doi.org/10.3389/fsoc.2021.613283
Glazzard J; Stones S (2021) Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far?. Frontiers in Education

https://doi.org/10.3389/feduc.2020.607939
Glazzard J; Stones S (2020) A rigorous approach to the teaching of reading? Systematic synthetic phonics in initial teacher education. Frontiers in Education

https://doi.org/10.3389/feduc.2020.587155/full
Stones S; Glazzard J (2020) Tales from the chalkface: using narratives to explore agency, resilience and identity of gay teachers. Frontiers in Sociology

https://doi.org/10.3389/fsoc.2020.00052
Glazzard J; Jindal-Snape D; Stones S (2020) Transitions into and through higher education : the lived experiences of students who identify as LGBTQ+. Frontiers in Education, 5 (81),

https://doi.org/10.3389/feduc.2020.00081
Glazzard J; Stones S (2019) Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18 (11), pp. 38-52.

https://doi.org/10.26803/ijlter.18.11.3
Stones S; Glazzard J (2019) Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teachers Who Identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18 (7), pp. 1-15.

https://doi.org/10.26803/ijlter.18.7.1

Stones S; Glazzard J; Jindal-Snape D; Murray C; Laird C (In press) School transitions: Whose transitions are they anyway? [Comic].
Stones S; Glazzard J (In press) Contemporary issues in mental health and wellbeing in education

eds. Glazzard J; Stones S (2021) Dyslexia. London: IntechOpen.
Glazzard J; Stones S (2021) An Ambitious Primary School Curriculum. St Albans: Critical Publishing.
Glazzard J; Stones S (2021) Evidence Based Primary Teaching. London: Learning Matters.
Stones S (2020) AQA A-Level Business Workbook 2. London: Hodder Education.
Glazzard J; Stones S (2020) The ITT Core Content Framework: What trainee primary school teachers need to know. London: Learning Matters.
Stones S (2020) AQA A-Level Business Workbook 1. London: Hodder Education.
eds. Stones S; Glazzard J; Muzio M (2020) Selected Topics in Child and Adolescent Mental Health. London: IntechOpen.
Glazzard J; Stones S (2020) Mythbusting for Trainee Teachers. London: Learning Matters.
Stones S; Glazzard J (2020) The New Teacher’s Guide to the 2019 OFSTED Framework. London: Learning Matters.
Stones S; Glazzard J (2020) Relationships and Sex Education for Secondary Schools (2020): A Practical Toolkit for Teachers. St Albans: Critical Publishing.
Glazzard J; Stones S (2020) Relationships Education for Primary Schools (2020): A Practical Toolkit for Teachers. St Albans: Critical Publishing.
Glazzard J; Stones S (2020) Positive Mental Health for School Leaders. St Albans: Critical Publishing.
Stones S; Glazzard J (2020) Staying Mentally Healthy During Your Teaching Career. St Albans: Critical Publishing.
Stones S; Glazzard J (2019) Aspiring to be an Outstanding Trainee Teacher in Primary Education. Beau-Bassin: Scholars' Press.
Glazzard J; Stones S (2019) Aspiring to be an Outstanding Trainee Teacher in Secondary Education. Beau-Bassin: Scholars' Press.
Glazzard J; Potter M; Stones S (2019) Meeting the Mental Health Needs of Young Children 0-5 years. St Albans: Critical Publishing.
Stones S; Glazzard J (2019) Supporting Student Mental Health in Higher Education. St Albans: Critical Publishing.
Glazzard J; Stones S (2019) Supporting LGBTQ+ Inclusion in the Early Years Foundation Stage.
Glazzard J; Stones S (2019) Supporting LGBTQ+: Inclusion in Primary Schools.
Stones S; Glazzard J (2019) Perspectives and Research on LGBTQ+ Inclusion in Education.
Stones S; Glazzard J (2019) Supporting LGBTQ+ Inclusion in Further Education.
Stones S; Glazzard J (2019) Supporting LGBTQ+ Inclusion in Initial Teacher Education.
Glazzard J; Stones S (2019) Supporting LGBTQ+ Inclusion in Higher Education.
Glazzard J; Stones S (2019) Supporting LGBQ+ in Secondary Schools.