HORIZON-CL2-2026-01-TRANSFQ-03

Expertise (short): In am an expert in educational and developmental inequalities, with a focus on how learning environments, social-emotional development, and institutional contexts shape children's holistic development across the (elementary school) educational trajectory

Expertise and contribution to the call

I am an Assistant Professor in Child Development and Educationat the Vrije Universiteit Amsterdam, the Netherlands. My research examines how educational environments contribute to children's social, emotional, behavioural and cognitive development, particularly among children facing social disadvantage. Drawing on a background as a former elementary school teacher, my work bridges developmental science, educational practice and policy.

My research focuses on understanding how schools and early learning environments can reduce inequalities by fostering social-emotional learning, inclusion and developmental opportunities for vulnerable children. I study the mechanisms through which educational contexts shape developmental trajectories and investigate how institutional practices can support children's wellbeing, engagement and long-term educational outcomes.

I have particular expertise in the role of social-emotional learning (SEL), and peer and teacher student relationships as a protective factors in children's development and in translating research findings into actionable recommendations for educational policy and practice. My work contributes to (inter)national debates on equity, inclusion and the prevention of developmental and educational disparities.

Beyond academia, I contributed as author to the Summary for Decision Makers of UNESCO's Reimagining Education initiative, strengthening my experience in connecting scientific evidence to international policy agendas concerning educational inclusion, social justice and child wellbeing.

I supervise/have supervised a total of 8 PhD students in the role of co-promotor.

Possible roles within the consortium

I can contribute or lead work packages and tasks related to

Understanding pathways between disadvantage and child development

▪ Investigating how socioeconomic disadvantage affects children's developmental trajectories through educational and social processes.

▪ Identifying protective factors that promote resilience, wellbeing, and positive development among children experiencing socio-economic disadvantage or social exclusion.

▪ Examining how early educational environments can mitigate developmental risks associated with disadvantage.

Assessing the role of ECEC in promoting equity

▪ Evaluating the contribution of ECEC participation to children's social-emotional, behavioural, and cognitive outcomes.

▪ Investigating how high-quality ECEC environments foster inclusion, wellbeing, and long-term developmental opportunities.

▪ Identifying the features of educational environments that are most beneficial for disadvantaged children.

Social-emotional learning and child wellbeing

▪ Leading research on social-emotional learning (SEL) as a mechanism through which ECEC and educational settings can support children's development and reduce inequalities.

▪ Examining children's sense of belonging, social inclusion, emotional wellbeing, and engagement in learning.

▪ Developing indicators that capture broader dimensions of child wellbeing beyond traditional educational attainment measures.

Educational environments and institutional inclusion

▪ Analysing how institutional practices, educational climates, and relationships between families and educational providers influence access, participation, and developmental outcomes.

▪ Identifying barriers and facilitators affecting the participation of disadvantaged families in ECEC services.

▪ Contributing evidence on how inclusive educational environments can support children from diverse socioeconomic and cultural backgrounds.

Policy impact and knowledge translation

▪ Translating scientific evidence into actionable recommendations for policymakers and practitioners.

▪ Supporting the development of evidence-based strategies aimed at reducing child socio-economic disadvantage and promoting equitable access to high-quality ECEC.

▪ Drawing on experience in international policy engagement, including contributions to UNESCO's Reimagining Education initiative, to ensure that project findings inform European and international policy discussions.

Overall, my contribution centres on understanding how educational environments can act as engines of inclusion, resilience, and developmental opportunity for children experiencing disadvantage, thereby supporting the objectives of reducing child poverty and ensuring equitable access to quality early childhood education and care.