Dr Steve McNichol
Steve joined Bishop Grosseteste University after eleven years teaching in primary schools. During his teaching career, Steve taught throughout the primary age range and developed specialisms in behaviour management and Special Educational Needs and Disabilities (SEND). Having completed the National Programme for Specialist Leaders of Behaviour, Steve undertook the role of lead behaviour teacher in three schools and has also led provision for pupils with SEND as a Special Educational NeedsCo-ordinator (SENCO).
Steve holds a Master's Degree in Education from the Open University, a Doctorate in Education from the University of Nottingham and is a Senior Fellow of the Higher Education Academy (SFHEA).
Steve holds the role of Associate Dean for Teaching and learning, promoting high quality curriculum, pedagogy and practice across the university. He is also is the Programme Leader for the National Award for Special Educational Needs Co-ordination (NA-SENCO), a nationally recognised master's-level qualification for current and aspiring Special Educational Needs Co-ordinators in schools.
Steve also leads the teaching of behaviour management skills for students on undergraduate and postgraduate routes into teaching. He also makes a significant contribution to the teaching of Special Educational Needs and Disabilities (SEND) on courses that lead to Qualified Teacher Status (QTS).
Steve’s MEd research focused on the behaviour management of pupils in primary schools,exploring strategies to prevent and respond effectively to low-level disruption in the classroom and how pupils’ behaviour at lunchtime can be managed positively.
Steve’s EdD research focused on understanding the role and place of mid-day supervisors in primary schools. Steve’s study adopted an ethnographic approach to exploring the experience of undertaking the role ofa mid-day supervisor and how this can be legitimised as a valuable role within the school community.
Steve is also leading two research projects that explore how trainee teachers develop effective behaviour management strategies during Initial Teacher Training (ITT).
McNichol, S. (2023) Mid-day supervisors in English primary schools: A role theory perspective. Education 3-13. DOI: 10.1080/03004279.2023.2169585
McNichol, S. (2022) Book review: Supporting the emotional well-being of children and young people with learning disabilities: A whole school approach. British Journal of Special Education. 49 (4) pp. 683-684.
McNichol, S. (2021) Book review: What really works in special and inclusive education: Using Evidence-Based Teaching Strategies. Support for Learning. 36(2) pp. 316-317.
Clarke, E. & McNichol, S. (2020) Behaviour IN Paige, R., Lambert, S. & Paige, R. (eds) (2020)Building Skills for Effective Primary Teaching (2nd Ed). London:SAGE.
McNichol, S. (2019) Behaviour Management and Autism INLawrence (ed) (2019) Teacher training andautism – a research-based handbook. London: Jessica Kinsley.
Clarke, E. & McNichol, S. (2017) Behaviour IN Paige, R., Lambert, S. & Paige, R. (eds) (2017)Building Skills for Effective Primary Teaching. London: SAGE.
McNichol, S. (2017) Behaviourin Focus – The Effective use of Sanctions. Inclusive Behaviour Magazine – September 2017.Shropshire: Creative Inclusive Ltd.
McNichol, S. (2017) Behaviourin Focus – Using Effective Rewards. Inclusive Behaviour Magazine – June 2017.Shropshire: Creative Inclusive Ltd.
McNichol, S. (2017) Behaviourin Focus – Creating Effective Rules and Procedures. Inclusive Behaviour Magazine – February 2017. Shropshire:Creative Inclusive Ltd.
McNichol, S. (2016) Behaviourin Focus – Over-talk and ‘Secret Students’. Inclusive Behaviour Magazine – June 2016.Shropshire: Creative Inclusive Ltd.
McNichol, S. (2016) Behaviourin Focus – Causes of Challenging Behaviour. Inclusive Behaviour Magazine – February 2016.Shropshire: Creative Inclusive Ltd.
McNichol, S. (2016) NoPenalties. Report Magazine. London: Association of Teachers and Lecturers.