Background

Liz Todd MA MSc PGCE PhD CPsychol is Professor of Educational Inclusion at Newcastle University.  Liz engages in research with a strong social justice agenda, being known for her work on the interaction between communities and schools, the engagement of young people in societal agendas and in research, and respectful democratic approaches to change (personal and organisational).  

Liz is Director of Newcastle University’s Institute for Social Science which is committed to celebrating engaged critical social science, fostering an inclusive research culture and developing interdisciplinary research.

She is currently leading the research project VOICES, co-produced with Children North East and funded by the Economic and Social Science Research Council. This project is finding out the views and experiences of 1500 children and young people in the NE and involving stakeholders with the young people to create change in policy and practice. 

Liz is currently leading the Cost of School Day evaluation, 2019-2022, funded by the Child Poverty Action Group.

Liz and colleagues are co-investigators in the 3 year 2022-25 European project SCIREARLY on preventing school drop-out across Europe.

She has written or edited 6 books and many journal papers, blogs and podcasts. Her 2007 monograph published by Routledge, Partnerships for inclusive education: A critical approach to collaborative working, was nominated for the 2007 NASEN/TES academic book prize. One, with Alan Dyson and Colleen Cummings, published by Routledge called Beyond the School Gates, is on the role of schools in tackling disadvantage. It was a Prize winner, highly commended, by the Society of Education Studies in 2012. Liz co-edited two books on Video Interaction Guidance with Hilary Kennedy and Mim Landor. Most recently she has had two books published in 2022. One entitled Hope in neoliberal austerity: responses from civil society and civic university was with co-editors Steer, Davoudi and Shucksmith. The other is Repositioning Out-of-School Learning, and is co-edited with Jo Rose, Tim Jay, Janet Goodall and Laura Mazzoli Smith. Liz is co-editor of the International Journal of Research and Method in Education with Jo Rose. She is a member of the Economic and Social Science Research Council review college.

A fellow of the Academy for Social Science Liz is also honorary fellow of the inclusive education network of the European Educational Research Association. She is a trustee of the West End Schools Trust and a founding trustee the West End Children’s Community in Newcastle. 

Liz has a professional background in educational psychology. She actively maintains her practice skills in democratic approaches that people can use used to bring change to their lives. Video interaction guidance (VIG) uses the collaborative review of video clips of successful interaction to bring change in the connection between people. Narrative therapy re-stories identity. Liz delivers courses in video interaction guidance every year as a qualified supervisor, supervises trainees and is active in the Association of VIGUK. She uses narrative practices across all her work.

Liz is regularly asked to contribute to national and international conferences. She has been asked to contribute expertise to the governing authorities in Amsterdam on the development of extended schools, to the schools and colleges in Catalonia on theory of change in the evaluation of educational interventions, and on child involvement in research to the Master Class in Children's Rights at University Institute Kurt Bosch, Sion.

Background 

Liz Todd joined Newcastle University from the University of the South Pacific in Fiji where she worked for 3 years lecturing in critical educational psychology, training teachers from 13 different pacific island countries, and delivering in-country workshops. She has worked in the roles of educational psychologist and before that maths teacher, and also therapist, market stall trader, and parent advocate.

She has always been drawn to community practices that help people to act in ways that are in line with their values and with ideas of justice. She likes to find out, research and be part of such practices. In her own professional training one of her masters’ degree placements was in Edinburgh with Jimmy Boyle, the Glaswegian gang member who had served a sentence for murder and who had, on release, set up a community project, run by the community, to help people coming out of prison, and those dealing with issues of drug dependency and mental health problems. She was particularly interested in the facilitation of non-professional solutions to the problems of those attending the project. 

Qualifications

• PhD in Education, MSc in Educational Psychology, PGCE, MA Psychology

Previous posts

• Lecturer in educational psychology at the University of the South Pacific
• Educational psychologist in the local authorities of Northumberland, North Tyneside and Sunderland
• Mathematics teacher at St Pauls school in West Sussex
• Research assistant in the Inner London Education Authority 

Memberships

• Chartered Member of the British Psychological Society
• Membership of Health Professions Council as a practicing Educational Psychologist
• Member of the British Education Research Association
• Trustee West End Schools Trust
• Trustee West End Children’s Community

Languages

English and French

Other interests

Cycling, allotment, Woodcraft folk, art practice in drawing, folding, printing and collage

Research

Current Funded Research Projects

• VOICES an 18 month collaboration with Children North East, ESRC funded, to find out the views and experiences of 1500 economically disadvantaged children and young people in the NE in and through COVID and to work with some of the young people in seeking change in practice and policy. Nov 2020-May 2022 
• UK Cost of School Day Evaluation. A 2 year evaluation of poverty proofing in schools in Scotland, Wales and England (London and Coventry). Funded by the Child Poverty Action Group. 2020-2022
• SCIREARLY HORIZON-CL2-2021-TRANSFORMATIONS-01-04: Addressing poor learning outcomes in basic skills and early school leaving at national, regional and local level in Europe. 2022-2025. Partners from Spain, UK, Greece, Portugal, Italy, Ireland, Denmark, Malta, Belguim and Finland

I have a continuing interest in the development of tools to help the process of change in communities and individuals, using two approaches: narrative practices and video interaction and guidance. Some of the projects, both on-going and competed last year, include:

• University-funded project developing the use of narrative practices to assist resilience building amongst communities. Liz Todd and Marilyn O'Neill (Sydney Narrative Therapy Centre). Activities include narrative training for: teams undergoing change on developing resilience in teams.

Current Roles

Director Newcastle University Institute for Social Science

Other

• Election as Fellow to the Academy of Social Sciences in 2020
• Membership of 'Investing in Children' (Quality Mark) 2013 as a result of the quality of involvement of young people in a number of research projects in 2012
• Prize winner highly commended by the Society of Educational Studies, Nov 2012 for: Cummings, C., Dyson, A., and Todd, L. (2011) Beyond the School Gates: can full service and extended schools overcome disadvantage? Routledge.
• Shortlist (in top 4) for NASEN/TES Academic Book Prize 2007 for sole author monograph published by Routledge, 2007: Partnerships for Inclusive Education: A critical approach to collaborative working.
• Co-editor International Journal of Research and Method in Education.

Selected publications

Books

• Cummings, C., Dyson, A. and Todd, L. (2012) Beyond the school gates; can full service and extended schools overcome disadvantage? Routledge. Prize winner highly commended by the Society of Educational Studies, Nov 2012.
• Todd, L. (2007) Partnerships for Inclusive Education. A critical approach to collaborative working. London: Routledge. Shortlisted (in top 4) for the NASEN/ TES Academic Book Prize.

Edited Books (4)

• Repositioning Out-of-School Learning, (2021) Eds: Jo rose (Bristol), Janet Goodall (Bath), Tim Jay (Sheffield Hallam), Laura Mazolli Smith (Durham), Liz Todd (Newcastle). Emerald press.
• Steer M; Davoudi S; Shucksmith M; Todd L, eds. Hope Under Neoliberal Austerity: Responses from Civil Society and Civic Universities. Bristol: Policy Press, 2021.
• Kennedy H, Landor M, Todd L, ed. (2015) Video enhanced reflective practice: professional development through attuned interactions. London: Jessica Kingsley Publisher.
• Kennedy, H., Landor, M., and Todd, L. (eds) (2012) Video Interaction Guidance: a relationship-based intervention to promote attunement, empathy and well-being. London: Jessica Kingsley Publishers.

journal articles, key reports and book chapters

• Kerr K, Laing K, Todd L. Promoting equity through Comprehensive Community Initiatives in England. In: Downes P; Li G; van Praag L; Lamb S, ed. Promoting Equity in Education through Inclusive Systems and Societies. Routledge, 2024.
• Todd L, Pini S, Mathai M, Wood M. Building the foundations of a new ‘Sure Start’: An evidence-based plan for connecting and coordinating support and services for children and families in and around schools. N8 Child of the North, Health Equity North, Centre for Young Lives, 2024. In Press.
• Ayadurai C, Todd L. An evidence-based plan for addressing poverty with and through education settings. N8 Child of the North, Health Equity North, Centre for Young Lives, 2024.
• Bidmead E, Hayes L, Leggott E, Wildmane J, Rankin J, Nicoll L, Bramhall L, Bambra C, Todd L, Mazzoli-Smith L, Wildman J. Poverty Proofing health care: a qualitative exploration of barriers to accessing health care for low income families with children in the North of England. SSM Health System 2024.
• Laing K, Thomas U, Tiplady L, Todd L. UK Cost of the School Day Final Evaluation: Short Report. London: Child Poverty Action Group, 2023.
• Laing K, Robson S, Thomson H, Todd L. (2022) . In: Kathrin Otrel-Cass;Janet Wolf;Karen Laing, ed. Partnerships in education: Risks in transdisciplinary educational research. Springer.
• Laing K, Todd L. (2022) . In: Jo Rose;Tim Jay;Janet Goodall;Laura Mazzoli Smith;Liz Todd, ed. Repositioning Out-of-school Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald Publishing Limited.
• Karen Laing, Laura Mazzoli Smith and Liz Todd (2022) Out-of-School Activities and the Attainment Gap: A Mixed Methods Exploration of Secondary Data Analysis with Narrative Intersectional Analysis, In: Jo Rose;Tim Jay;Janet Goodall;Laura Mazzoli Smith;Liz Todd, Eds. (2022) Repositioning Out-of-school Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald Publishing Limited.
• Todd, L. (2021) “I might even approach the next ethics application with curiosity and confidence….”, In: Eds Alison Fox, Hugh Busher and Carmel Capewell (to be published in 2022) Thinking Critically and Ethically about Research for Education. Engaging with Voice and Empowerment in International Contexts, Published: Routledge.
• Todd L, Bryson S. (2021) . In: Steer M; Davoudi S; Shucksmith M; Todd L, ed. Hope Under Neoliberal Austerity: Responses from Civil Society and Civic Universities. Bristol: Policy Press, 2021.
• Mazzoli Smith L, Todd L. (2019) . British Educational Research Journal. 45.2 (2019): 356-371.
• Laing KL, Mazzoli Smith L, Todd L. (2019) . International Education Journal: Comparative Perspectives, Democracy and education in contemporary local-global contexts.
• Todd L. Implication piece 2: Imagining methodology: doing educational leadership research differently. Management in Education 2018, 1-3.
• Chapter Laing K, Mazzoli-Smith L, Todd L. (2018) 'Poverty and school processes: from equality of opportunity to relational justice'. In: Susanne Gannon; Wayne Sawyer; Rob Hattam, ed. Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities. 2018.
• Chapter Todd L. (2018) Exploring collaboration in transition planning through video interaction guidance. In: Fashing H; Geppert C; Makarova E, ed. Inklusive Übergänge : (Inter)nationale Perspektiven auf Inklusion im Übergang von der Schule in weitere Bildung, Ausbildung oder Beschäftigung. Bad Heilbrunn: Verlag Julius Klinkhardt.
• Laing KL, Mazzoli-Smith L, Todd L. (2017) The impact agenda and critical social research in education: hitting the target but missing the spot?. Policy Futures in Education.
• Laing KL, Mazzoli-Smith L, Todd L. (2017) Students’ views on fairness in education: the importance of relational justice and stakes fairness . Research Papers in Education.
• Todd L, Nind M. (2017) Celebration, reflection and praxis: 40 volumes of the journal. International Journal of Research & Method in Education, 40(1), 1-5.
• Chapter Laing K, Mazzoli-Smith L, Todd L. (2016) Education: Fair or Foul?. In: Davoudi,S;Bell,S, ed. Justice and Fairness in the City: A multi-disciplinary approach to 'Ordinary' cities. Bristol: Policy Press.
• Chanfreau J, Tanner E, Callanan M, Laing L, Skipp S, Todd L. (2016) Out of School Activities During Primary School and Ks2 Attainment. Centre for Longitudinal Studies, March 2016.
• Casto H, McGrath B, Sipple J, Todd L. (2016) “Community Aware” Education Policy: Enhancing Individual and Community Vitality. Education Policy Analysis Archives, 24(X)
• Hopkins, P and Todd L. (2015) Political Geography. Creating an intentionally dialogic space: student activism and the Newcastle occupation 2010, Volume 46, Pages 31–40
• Chapter Todd L. Interagency working and Special Education: Beyond ‘virtuous’ ideas of partnership towards alternative frameworks for collaborative work with children. In: Florian, L, ed. The Sage Handbook of Special Education. Second edition. Sage Publications Ltd, 2014.
• Hopkins P, Todd L. (2012) Occupying Newcastle University: student resistance to government spending cuts in England. The Geographical Journal, 178(2), 104-109.
• Todd L. (2012) Critical dialogue, critical methodology: bridging the research gap to young people's participation in evaluating children’s services. Children's Geographies, 10(2), 187-200.
• Bourke, R, Mentis, M, Todd, L. (2011) Visibly learning: teachers’ assessment practices for students with high and very high needs. International Journal of Inclusive Education, 15(4), 405-419.
• Kennedy, H., Landor, M and Todd, L. (2010) Video Interaction Guidance as a method to promote secure attachment. Journal of Educational and Child Psychology, 27 3 59-72
• Dyson, A. and Todd, L. (2010) Dealing with Complexity: Theory of Change Evaluation and the Full Service Extended Schools Initiative. International Journal of Research and Method in Education. 33, 2, 119-134
• Chapter Todd, L. (2010) 'Multi-Agency Working And Children And Young People With Disabilities: From ‘What Works’ To ‘Active Becoming’.' In D. Ruebain and S. Haines (eds) Education, Disability and Social Policy. London: Policy Press.
• Todd, L. (2009) A response to Billington: Liz Todd. Psychology of Education Review (the journal of the Psychology of Education Section of the British Psychological Society, 33,2, 21-23.
• Cummings, C., Dyson, A. and Todd, L. (2007) Towards extended schools? How education and other professionals understand community-oriented schooling. Children and Society, 21, 189-200.
• Chapter Todd, L. (2005) Enabling Practice for Professionals: the need for Practical Post-Structuralist Theory, In: Goodley, D. and Lawthom, R. Disability and Psychology: Critical Introductions and Reflections. Basingstoke, Palgrave.
• Todd L. (2003) Disability and the restructuring of welfare: The problem of partnership with parents. International Journal of Inclusive Education, 7(3), 281-296
• Hobbs, C., Taylor, J., & Todd, L. (2000) Consulting with children and young people. Enabling educational psychologists to work collaboratively with children and young people. Educational and Child Psychology, 17, 4, 107-115
• Todd, E.S. and Higgins, S. (1998) Powerlessness in Professional and Parent Relationships. British Journal of Sociology of Education, 19, 2.

Teaching

Teaching

• Teaching and supervision on the professional educational psychology doctorate (DAppEdPsy).
• Teaching on modules in qualitative research (qualitative data analysis, researching children and young people, participative research, visual methodology, theory of change)
• Teaching on particular therapeutic practices: narrative therapy and video interaction and guidance.
• A number of teaching sessions relating to research in extended schools, parent partnership, multi-agency working and consultation with children.

Postgraduate Supervision

Selected successful doctorate submissions over the last few years have included the following:

• Ruth Prested – Creating Moments of Democracy Through Video Interaction Guidance: A Participatory Exploration of Perceived Challenging Behaviour
• Joanne Buntin – Making connections through the ‘other’. An exploration of mutuality between parents and teachers.
• Debra Brewer - Storying Lunchtimes - What is the lunchtime supervisors' story of lunchtime
• Denise McCartan - Using Video to Promote the Development of a Collaborative Approach between Parents and Teachers around Pupil Behaviour
• Claire Camsey - Reconsidering the Concept of Resilience: A study of the ways some care experienced young people understand their lives
• Charmian Hobbs - Professional Consultation with Pupils Through Teaching about Learning
• Liz Locke - ‘We can do it together’ An investigation into multi-disciplinary team meeting in schools where a solution focused approach is used.

Publications

• Articles

  • Bidmead E, Hayes L, Leggott E, Wildmane J, Rankin J, Nicoll L, Bramhall L, Bambra C, Todd L, Mazzoli-Smith L, Wildman J. Poverty Proofing health care: a qualitative exploration of barriers to accessing health care for low income families with children in the North of England. SSM Health System 2024. Submitted.
  • Fasching H, Felbermayr K, Todd L. Involving Young People with Disabilities in Post-school Transitions through Reflecting Teams. Methodological Reflections and Adaptations for More Participation in a Longitudinal Study. International Journal of Educational and Life Transitions 2023, 2(1), 19.
  • Casadó RC, Golightly D, Laing K, Palacin R, Todd L. Children, Young people and Mobility as a Service: Opportunities and barriers for future mobility. Transportation Research Interdisciplinary Perspectives 2020, 4, 100107.
  • Laing KL, Mazzoli Smith L, Todd L. Using the concept of relational justice to apply fairness in schools. International Education Journal: Comparative Perspectives 2019, 18(1), 128-142.
  • Laing K, Mazzoli Smith L, Todd L. Using the concept of relational justice to apply fairness in schools. International Education Journal: Comparative Perspectives 2019, 18(1), 128-142.
  • Mazzoli Smith L, Todd L. Conceptualising poverty as a barrier to learning through ‘Poverty proofing the school day’: The genesis and impacts of stigmatisation. British Educational Research Journal 2019, 45(2), 356-371.
  • Laing K, Mazzoli-Smith L, Todd L. The impact agenda and critical social research in education: hitting the target but missing the spot?. Policy Futures in Education 2018, 16(2), 169-184.
  • Mazzoli Smith L, Todd L, Laing K. Students' views on fairness in education: the importance of relational justice and stakes fairness. Research Papers in Education 2018, 33(3), 336-353.
  • Todd L. Imagining methodology: doing educational leadership research differently. Management in Education 2018, 32(1), 50-52.
  • Nind M, Collins D, Lewthwaite S, Todd L. Understanding pedagogy and fostering pedagogic culture in social science research methods: a new role for the theory of change approach. Pedagogy, Culture and Society 2017.
  • Casto H, McGrath B, Sipple J, Todd L. “Community aware” education policy: enhancing individual and community vitality. Education Policy Analysis Archives 2016, 24, 50.
  • Hopkins P, Todd L. Creating an intentionally dialogic space: student activism and the Newcastle Occupation 2010. Political Geography 2015, 46, 31-40.
  • Dolan P, Leat D, Mazzoli Smith L, Mitra S, Todd L, Wall K. Self-Organised Learning Environments (SOLEs) in an English School: an example of transformative pedagogy?. Online Educational Research Journal 2013, 1-19.
  • Todd L. Critical dialogue, critical methodology: bridging the research gap to young people's participation in evaluating children’s services. Children's Geographies 2012, 10(2), 187-200.
  • Kennedy H, Landor M, Todd L. Video Interaction Guidance as a method to promote secure attachment. Educational and Child Psychology 2010, 27(3), 59-72.
  • Dyson A, Todd L. Dealing with Complexity: Theory of Change Evaluation and the Full Service Extended Schools Initiative. International Journal of Research and Method in Education 2010, 33(2), 119-134.
  • Todd L. Disability and the restructuring of welfare: The problem of partnership with parents. International Journal of Inclusive Education 2003, 7(3), 281-296.
  • Todd ES, Hobbs C, Taylor J. Consulting with children and young people: Enabling educational psychologists to work collaboratively. Educational and Child Psychology 2000, 17(4), 107-115.
  • Todd ES, Higgins SE. Powerlessness in professional and parent partnerships. British Journal of Sociology of Education 1998, 19(2), 227-236.

• Authored Books

  • Cummings C, Dyson A, Todd L. Beyond the School Gates: Can Full Service and Extended Schools Overcome Disadvantage?. London: Routledge, 2011.
  • Todd L. Partnerships for Inclusive Education: A critical approach to collaborative working. London: Routledge, 2007.

• Book Chapters

  • Kerr K, Laing K, Todd L. Promoting equity through Comprehensive Community Initiatives in England. In: Downes P; Li G; van Praag L; Lamb S, ed. Promoting Equity in Education through Inclusive Systems and Societies. Routledge, 2024. In Press.
  • Laing K, Todd L. Using a collaborative theory of change approach for evaluating out-of-school learning. In: Jo Rose;Tim Jay;Janet Goodall;Laura Mazzoli Smith;Liz Todd, ed. Repositioning Out-of-school Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald Publishing Limited, 2022. In Preparation.
  • Laing K, Robson S, Thomson H, Todd L. Creating transformational change through partnership. In: Kathrin Otrel-Cass, Janet Wolf, Karen Laing, ed. Partnerships in education: Risks in transdisciplinary educational research. Springer, 2022, pp.359-384.
  • Rose J, Todd L. Building Relationships, Building Structure: Working Together in Research on Out-of-school Learning. In: Rose J; Jay T; Goodall J; Mazzoli Smith L; Todd L, ed. Repositioning Out-of-school Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Bingley: Emerald Publishing Limited, 2022, pp.131-139.
  • Laing K, Todd L. Schools and Child Poverty: from extended schools to closing the attainment gap. Where to from here?. In: Tucker J, ed. 2020 Vision : Ending Child Poverty for Good. London: Child Poverty Action Group, 2020.
  • Todd L. Postscript: Community leadership through schools. In: Sebastien Chapleau, ed. Schools in their communities. Taking action and developing civic life. London: Big Education, 2020, pp.84-87.
  • Todd L, Bryson S. Citizen power, the university and the North East. In: Steer M; Davoudi S; Shucksmith M; Todd L, ed. Hope Under Neoliberal Austerity: Responses from Civil Society and Civic Universities. Bristol: Policy Press, 2020, pp.235-250.
  • Laing K, Mazzoli Smith L, Todd L. Poverty and school processes: from equality of opportunity to relational justice. In: Gannon S; Hattam R; Sawyer W, ed. Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities. London: Routledge, 2018.
  • Todd L. Exploring collaboration in transition planning through video interaction guidance. In: Fashing H; Geppert C; Makarova E, ed. Inklusive Übergänge : (Inter)nationale Perspektiven auf Inklusion im Übergang von der Schule in weitere Bildung, Ausbildung oder Beschäftigung. Bad Heilbrunn: Verlag Julius Klinkhardt, 2017, pp.67-77.
  • Palacin R, Vigar G, Peacock S. Transport poverty and urban mobility. In: Justice and Fairness in the City: A Multi-Disciplinary Approach to 'Ordinary' Cities. Policy Press, 2016, pp.69-84.
  • Woolner P. The school in the city. In: Davoudi, S; Bell, D, ed. Justice and Fairness in the City: A Multi-Disciplinary Approach to 'Ordinary' Cities. Bristol: Policy Press, 2016, pp.49-68.
  • Davoudi S, Bell D. Spatial justice and the right to the city. In: Justice and Fairness in the City: A Multi-Disciplinary Approach to 'Ordinary' Cities. Policy Press, 2016, pp.103-106.
  • Bell D, Davoudi S. Social justice and life course. In: Justice and Fairness in the City: A Multi-Disciplinary Approach to 'Ordinary' Cities. Policy Press, 2016, pp.209-212.
  • Davoudi S, Bell D. Local environmental justice. In: Justice and Fairness in the City: A Multi-Disciplinary Approach to 'Ordinary' Cities. Policy Press, 2016, pp.21-24.
  • Laing K, Mazzoli Smith L, Todd L. Educating urban youth: fair or foul?. In: Davoudi,S; Bell,D, ed. Justice and Fairness in the City: A multi-disciplinary approach to 'ordinary' cities. Bristol, UK: Policy Press, 2016, pp.231-248.
  • Todd L. Inter-agency Working and Special Education: Beyond ‘Virtuous’ Ideas of Partnership Towards Alternative Frameworks for Collaborative Work with Children. In: Florian L, ed. The SAGE Handbook of Special Education, volume 2. Los Angeles, California: SAGE Publications Ltd, 2014, pp.785-802.
  • Todd L. Critical dialogue, critical methodology: bridging the research gap to young peoples’ participation in evaluating children’s services. In: Porter, G; Townsend, J; Hampshire, K, ed. Children and Young People as Knowledge Producers. London: Routledge, 2014.
  • Todd L. Multi-Agency Working and Disabled Children and Young People: From 'What Works' to 'Active Becoming'. In: Haines, S., Ruebain, D, ed. Education, Disability and Social Policy. London, UK: Policy Press, 2011, pp.65-87.
  • Barrow W, Todd L. Beyond Therapy: Supporting a Culture of Relational Democracy. In: Kennedy, H., Landor, M., Todd, L, ed. Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Wellbeing. London: Jessica Kingsley Publishers, 2011, pp.278-289.
  • Todd L. Enabling Practice for Professionals: the need for Practical Post-Structuralist Theory. In: Goodley, D., Lawthom, R, ed. Disability and Psychology: Critical Introductions and Reflections. Basingstoke: Palgrave Macmillan, 2006, pp.141-154.

• Edited Books

  • Rose J, Jay T, Goodall J, Mazzoli Smith L, Todd L, ed. Repositioning Out-of-School Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald Publishing Limited, 2022.
  • Steer M, Davoudi S, Shucksmith M, Todd L, ed. Hope under Neoliberal Austerity: responses from civil society and civic universities. Bristol: Bristol University Press, 2021.
  • Kennedy H, Landor M, Todd L, ed. Video Enhanced Reflective Practice: Professional Development through Attuned Interactions. London, UK: Jessica Kingsley, 2015.
  • Kennedy H, Landor M, Todd L, ed. Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Wellbeing. London: Jessica Kingsley Publishers, 2011.

• Editorials

  • Todd L, Nind M. Celebration, reflection and praxis: 40 volumes of the journal. International Journal of Research & Method in Education 2017, 40(1), 1-5.
  • Billington T, Todd L. Guest editorial. Special issue. Narrative: Approaches in research andprofessional practice. Educational and Child Psychology 2012, 29(2), 5-9.

• Reports

  • Todd L, Pini S, Mathai M, Wood M. Building the foundations of a new ‘Sure Start’: An evidence-based plan for connecting and coordinating support and services for children and families in and around schools. N8 Child of the North, Health Equity North, Centre for Young Lives, 2024. In Press.
  • Ayadurai C, Todd L. An evidence-based plan for addressing poverty with and through education settings. N8 Child of the North, Health Equity North, Centre for Young Lives, 2024.
  • Laing K, Thomas U, Tiplady L, Todd L. UK Cost of the School Day Final Evaluation: Short Report. London: Child Poverty Action Group, 2023.
  • Bramhall L, Butler S, Dalziel G, Gathercole C, Tiplady L, Todd L, Wysocki L. Voices: Young peoples’ lives in and through covid-19. Short Report. Newcastle upon Tyne: Newcastle University, 2022.
  • Bramhall L, Butler S, Dalziel G, Gathercole C, Tiplady L, Todd L, Wysocki L. VOICES. Young peoples’ lives in and through Covid-19. What children said, drew and wrote and what actions we took.Full report on findings. October 2022. Newcastle: Newcastle University. Newcastle upon Tyne: Newcastle University, 2022.
  • Mazzoli Smith L, Tiplady L, Todd L, Wysocki L. Fighting against poverty: case studies of school action. Poverty Proofing the School Day evaluation update 2019/20. Newcastle upon Tyne: Newcastle University, 2020.
  • Clark J, Laing K, Newbury-Birch D, Papps I, Todd L. 'Thinking Differently' about young people and alcohol: An evaluation of preventative trial interventions in Scotland. Newcastle upon Tyne: Newcastle University, 2017.
  • Callanan M, Laing K, Chanfreau J, Paylor J, Skipp A, Tanner E, Todd L. The value of after school clubs for disadvantaged children. Briefing paper 3. London: NatCen Social Research, 2016. Out of school activities & the education gap 3.
  • Mazzoli-Smith L, Todd L. Poverty Proofing the School Day: Evaluation and development report. Newcastle upon Tyne: Research Centre for Learning and Teaching, Newcastle University, 2016.
  • Chanfreau J, Tanner E, Callanan M, Laing K, Skipp A, Todd L. Out of school activities during primary school and KS2 attainment. London: Centre for Longitudinal Studies, 2016. Centre for Longitudinal Studies Working Paper Series 2016/1.
  • Tanner E, Chanfreau J, Challanan M, Laing K, Paylor J, Skipp A, Todd L. Can out of school activities close the education gap? Briefing paper 4. London: NatCen Social Research, 2016. Out of school activities & the education gap 4.
  • Chanfreau J, Tanner E, Callanan M, Laing KL, Paylor J, Skipp A, Todd L. Unequal access to Out of School Activities. Nuffield Foundation, 2015.
  • Laing K, Todd L. Theory-based Methodology: Using theories of change for development, research and evaluation. Newcastle upon Tyne, UK: Newcastle University, 2015.
  • Chanfreau J, Tanner E, Callanan M, Laing K, Paylor J, Skipp A, Todd L. Out of school Activities: Understanding who does what. Briefing Paper 2. London: NatCen Social Research, 2015. Out of school activities & the education gap 2.
  • Laing K, Mazzoli Smith L, Todd L. Evaluation of Gateshead MASH: Final report. Newcastle University: Research Centre for Learning and Teaching, 2015.
  • Laing K, Todd L. Developing a Children's Community for the West End of Newcastle: A feasibility study. Newcastle upon Tyne: Research Centre for Learning and Teaching, Newcastle University, 2015.
  • Cummings C, Laing K, Law J, McLaughlin J, Papps I, Todd L, Woolner P. Can changing aspirations and attitudes impact on educational attainment? A review of interventions. York: Joseph Rowntree Foundation, 2012.
  • Cummings C, Todd ES, Dyson A, Muijs D, Papps I, Pearson D, Raffo C, Tiplady L, Crowther D. Evaluation of the full service extended schools initiative: final report. Nottingham: Department for Education and Skills, 2007. DfES Research Brief and Report 852.
  • Taverner S, Baumfield VM, Lin M, Clark J, Fisher P, Hall I, Smith P, Todd L. Transition between key stages in schools: [second output report]. London: Department for Transport, Local Government and the Regions, 2001. Beacon Council Research.

• Review

  • Todd L. Improving inter-professional collaborations: multi-agency working for children's wellbeing. International Journal of Research and Method in Education 2011, 34(1), 111-113.

• Working Paper

  • Laing K, Bertosa M, Hriberski D, Hasenfuss J, Shucksmith M, Todd L, Tewdwr-Jones M, Sutrop M, Parder M, Lõuk K, Vabamäe E. Principles for promoting the impact of SSH research by co-creation: key issues in research design and communication. 2017.