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Dr Matt Somerville
UCL Institute of Education
20 Bedford Way
  • Senior Teaching Fellow in Psychology of Education
  • IOE - Psychology & Human Development
  • UCL Institute of Education

Before joining the Department of Psychology and Human Development, I worked at the University of Cambridge’s REAL Centre (Research for Equitable Access and Learning) in the Faculty of Education. I was part of an interdisciplinary team researching inclusive classroom practices in government primary classrooms in India and Pakistan. Prior to this, I worked as an educational psychologist and special education advisor for New Zealand’s Ministry of Education. Much of this work focused on supporting children and adolescents with social, emotional, or behavioural difficulties. I have also worked as an educational and child psychologist for local education authorities in the UK, and as a classroom teacher and teacher educator in New Zealand, Bolivia, Hong Kong, and Japan.

Research Summary
Broadly, my research interests are concerned with educational contexts that support children’s social and emotional development. My primary research focus is on emotion regulation and how it relates to children’s mental health and well-being. Other research interests include self-regulation, metacognition, teacher-pupil interactions, and the impact of socioeconomic disadvantage on psychological and educational outcomes. 

Teaching Summary

  • Programme Leader: MSc in Child Development
  • Module Leader: Core Topics in Psychology of Education
  • Lecturer and Dissertation/Thesis Supervisor: MSc Psychology of Education, MSc Child Development, MSc Developmental and Educational Psychology, MA Education (Psychology), MA Special and Inclusive Education, DEdPsy (Doctorate in Professional Educational, Child and Adolescent Psychology), EdD, and PhD.
  • Topics taught: The classroom as a context for interaction and learning; Interactions between teachers and pupils; Peer relations, friendships, and bullying; The home environment and child outcomes; Families and parenting; Children's emotion regulation; Supporting children's mental health and well-being in the school context; Critiquing research; and Observational research methods.

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