Dr Trevor O'Brien
More information
Biography
Dr Trevor O’ Brien is a teacher educator in the Department of Educational Psychology, Inclusive and Special Education (EPISE) at Mary Immaculate College. He holds a BEd from Dublin City University, an MEd from the University of Hull, a Diploma in Social Science from University College Cork and a Doctorate from the University of Sheffield. Prior to joining Mary Immaculate College in 2012, he worked as a class teacher and special education teacher in primary schools in Dublin and Cork, as well as working with young people aged 15–21 in a Youthreach centre in Cork. At MIC, he contributes to the design and delivery of initial teacher education and postgraduate professional learning for teachers, and leads the Postgraduate Diploma and Master’s in Inclusive Special Education. His research interests include student voice, specific learning differences, inclusive pedagogies, social justice and education, professional learning for teachers and teacher identity. His research has particularly explored the experiences and perspectives of students with dyslexia, inclusive approaches to education and the development of effective teacher–student relationships. He has published in high quality international and national peer-reviewed journals and has supervised doctoral and master’s research across areas including inclusive education, dyslexia, autism, wellbeing, educational psychology and social justice in education.
Dr O’Brien has developed a strong national and international profile through research dissemination, conference presentations and professional engagement with partner universities. He has presented his work at international conferences and academic events in countries including the United Kingdom, United States, Brazil, Italy, Spain, Germany, Portugal, the Czech Republic, Belgium, Turkey and the United Arab Emirates, demonstrating his engagement with international scholarship and professional networks in inclusive and special education. His recent conference activity includes presentations on Universal Design for Learning, teacher education, teacher identity and inclusive practice, as well as research relating to equality and social justice. His work also has a strong community and school-facing dimension. He has contributed extensively to professional conferences for teachers and special education professionals in Ireland, delivering presentations and workshops on dyslexia, dyspraxia, Universal Design for Learning, inclusive classroom strategies and supporting students with additional educational needs. Through his teaching, research, academic leadership, conference engagement and work with schools and professional communities, Dr O’Brien contributes to connecting research-informed practice with the everyday educational experiences of teachers, students and families.
Research interests
Student voice, Specific learning differences, Inclusive pedagogies, Social justice and education, Professional learning for teachers, Teacher identity.
Publications
Peer reviewed journal articles
Middleton, Y., Compton., A. and O’ Brien, T. (2026). The Criticality of Effective Teacher/Student Relationships When Working with Students with Dyslexia. Support for Learning. https://doi.org/10.1111/1467-9604.70072
Teahan, E. and O’ Brien, T. (2026). Inclusion and Collaboration - What do Irish Trainee Educational Psychologists in Ireland think? Support for Learning. https://doi.org/10.1111/1467-9604.70043
Mannion, L., Harmon, M. & O’Brien, T. (2026). Unpacking the Complex Relationship Between Religiosity and Adolescent Mental Health: A Cross-Cultural Systematic Literature Review. Journal of Religion and Health. https://doi.org/10.1007/s10943-026-02736-w
Jennings, H. and O’ Brien, T. (2026). Transitioning from Primary to Post Primary School; How does The Smart Moves Programme impact young children’s wellbeing? LEARN, 47, 27-40.
Dunleavy, M., O’ Brien, T., Fitzgerald, J. and Ambrose, L. (2025). The views of autistic individuals, teachers and parents regarding Relationship and Sexuality Education (RSE) for autistic children and young people. Good Autism Practice, 26 (2), 40-48. https://www.ingentaconnect.com/contentone/bild/gap/2025/00000026/00000002/art00008
Teahan, E. and O’ Brien, T. (2025). An exploration of Trainee Educational Psychologists’ (TEPs) understanding of and attitudes towards Inclusive Education. Educational Psychology in Practice. https://doi.org/10.1080/02667363.2025.2528615
Mannion, L., Harmon, M., & O’Brien, T. (2025). An exploration of the relationships between mental wellbeing and religion amongst students attending post-primary schools in Ireland. Journal of Religion and Health, 64, 1607–1625. https://doi.org/10.1007/s10943-025-02307-5
O’ Brien, T. (2024). LGBT+ Teachers in Ireland experiences in primary school. Sex Education, Sexuality, Society and Learning. https://doi.org/10.1080/14681811.2024.2425011 .
Mannion, L., Harmon, M. and O'Brien, T. (2024). Exploring the relationships between psychological wellbeing, religiosity and religious coping among post-primary school students in Ireland. Irish Educational Studies. https://doi.org/10.1080/03323315.2024.2353317
Gallagher, S., O' Brien, T. and Scully, M. (2024). Listening to the experiences of students from refugee backgrounds in Irish post primary schools; implications for schools. LEARN 45, 9-27.
Houser, M., Guerriero, T. and O’ Brien, T. (2024). An exploration of pre-service teachers’ attitudes towards including students with ASD in general education in the USA. Journal of the American Academy of Special Education Professionals, (1) 30-44. https://doi.org/10.64546/jaasep.538
O’ Brien, T. (2023). The views of early career primary teachers on the impact of an undergraduate specialism in special education on their work as class teachers. Irish Teachers’ Journal, 11, 100-110. https://www.into.ie/app/uploads/2023/11/ITJ2023_Web.pdf
Molyneaux, A. and O’ Brien, T. (2023). The views of Irish teachers towards in-class and withdrawal models of support when working with children with dyslexia. Support for Learning, https:/doi.org/10.1111/1467-9604.12446
O' Brien, T. and Fitzgerald, J. (2023). Universal Design for Learning (UDL): Creating a Fairer System for All. LEARN, 44, 36-44.
O' Brien, T. (2022). Exploring the views of students with dyslexia attending a third level college in Ireland. Support for Learning, 37(3), 423-434. https://doi.org/10.1111/1467-9604.12418
Dunleavy, M. and O’ Brien, T. (2022). Educational research – Concepts and Methodology. LEARN, 43, 138-155.
O’ Brien, T. (2021). Dyslexia: Theories, Assessment and Support. European Journal of Special Needs Education, 37, 706-708. https://doi.org/10.1080/08856257.2021.1960013
O’ Brien. T. (2019). Affective issues impacting children with dyslexia in a special school in Ireland. Journal of Research in Special Educational Needs, 19 (4), 315–324. https://doi.org/10.1111/1471-3802.12450
O’ Brien, T. (2019). Developing an Inclusive Pedagogy - Listening to the Views of Children with Dyslexia. REACH, 32(1), 50-60. https://reachjournal.ie/index.php/reach/article/view/17
O'Brien, T. (2018) Disabling Power in Education to Give Children a Voice. Proceedings of MAC Conference, Prague. Academic Conferences Association, 153-160.
O’ Brien, T. (2018). Exploring the Social Construction of Dyslexia. LEARN, 40, 97-105.
Book Chapters
O’ Brien, T. (2020). ‘Understanding the socio-emotional impact of dyslexia in the inclusive classroom’. In Glazzard, J. (Ed). Dyslexia. Intech Open Publications. ISBN 978-1-83881-967-5
Commissioned Reports
Daly, P., Ring, E., (Principal Investigators). (2016). Egan, M., Fitzgerald, J., Griffin, C., Long, S., McCarthy, E., Moloney, M., O’Brien, T., O’Byrne, A., O’Sullivan, S., Ryan, M., and Wall, E. with Ruth Madden, Research Associate. An Evaluation of Education Provision for Students with Autism Spectrum Disorder in Ireland. Dublin: NCSE.
Conference Papers
O’ Brien, T. (2026, March). Embedding the principles of Universal Design for Learning (UDL) in every day practice in school. Paper presented at Paper presented at The Irish Learning Support Association Regional Conference, Cork.
O’ Brien, T. (2025, December). The views of early career primary teachers on the impact of an undergraduate specialism in special education on their work as class teachers, Dubai, U.A.E.
O’ Brien, T. (2025, June). LGBT+ Teachers’ in Ireland experiences in primary school. Paper presented at The 2nd International Social Sciences and Humanities Conference, Brussels, Belgium.
O’ Brien, T. (2024, May). Teacher education for special education – The views of teachers of initial teacher education in special education. Paper presented at The International Conference on Special Education and Diversity, Turkey.
Dunleavy, M., Fitzgerald, J., O'Brien, T. and Ambrose, L. (2024, April). Social Skills and Relationship and Sexuality Education for Autistic Students. Paper presented at the ESAI Conference, Maynooth.
O’ Brien, T. (2024, March). The views of early career primary teachers on the impact of an undergraduate specialism in special education on their work as class teachers. Poster presentation at The International Technology, Education and Development Conference, Valencia, Spain.
Dunleavy, M., Fitzgerald, J., O'Brien, T. and Ambrose, L. (2024, February). Social Skills and Relationship and Sexuality Education for Autistic Students. Paper presented at the 7th World Conference on Research in Education Conference, Milan.
Mannion, L., Harmon, M. and O' Brien, T. (2022, November). Beyond wellbeing: Exploring the relationships between psychological wellbeing, religiosity and religious coping amongst adolescents at Senior Cycle level in post-primary schools in Ireland. Paper presented at The Psychological Society of Ireland's Annual Conference, Portlaoise.
Gallagher, S., O'Brien, T. and Scully, M. (2022, November). Refugee and Asylum-seeker Youths' Experiences of Education in Ireland: An Interpretative Phenomenological Analysis. Paper presented at The Psychological Society of Ireland's Annual Conference, Portlaoise.
O’ Brien, T. (2021, September). Dyspraxia – Key Challenges and Whole Class Strategies. Invited presentation at The Irish Learning Support Association Conference, Tullamore.
O’ Brien, T. (2020, March). Dyspraxia; Challenges and Opportunities in the Primary School. Invited presentation at The Irish Learning Support Association Conference, Cork.
O’ Brien, T. (2020, March). Socio-emotional Factors Impacting Children with Dyslexia. Paper presented at The INTED Conference, Valencia, Spain.
O’ Brien, T. (2019, September). Listening to Children with Dyslexia to Improve Outcomes. Paper presented at The Irish Learning Support Association Conference, Carlow.
O’ Brien, T. (2019, March). The Importance of Effective Teacher-student Relationships in Supporting Children with Special Needs in Ireland. Virtual presentation at the LG International Conference on Education in Porto, Portugal.
O’ Brien, T. (2018, December). Disabling Power in Education to Give Children a Voice. Paper presented at The Multidisciplinary Academic Conference on Education, Teaching and Learning in Prague 2018, Czech Republic.
O’ Brien, T. (2018, November). Teacher Education in Ireland for Special Education Teachers. Presentation to The Faculty of Education and Students at The Catholic Pontifical University, Perdizes, Sao Paulo, Brazil.
O’ Brien, T. (2018, October). Children’s Perspectives of Learning in a Special Reading School in Ireland. Poster presentation at The European Dyslexia Association’s Conference in Munich, Germany.
O’ Brien, T. (2018, September). Dyspraxia: Key Characteristics and Strategies for the Classroom. Presentation delivered at The Irish Learning Support Association National Conference, Carlow.
O’ Brien, T (2018, June). Dyslexia – What Do Students Say? Poster presentation at The Future of Education Conference in Florence, Italy.
O’ Brien, T. (2018, May). Universal Design for Learning (UDL); Effective Ways to Include All Children. Presentation at The Irish Association of Teachers of Special Education National Conference, Dublin.
O’ Brien, T. (2016, September). Two Specific Conditions (Dyslexia and Dyspraxia). Workshop delivered at The Joint Managerial Board Annual Conference, Croke Park, Dublin.
Daly, P., Ring, E., (Principal Investigators). (2016). Egan, M., Fitzgerald, J., Griffin, C., Long, S., McCarthy, E., Moloney, M., O’Brien, T., O’Byrne, A., O’Sullivan, S., Ryan, M., and Wall, E. with Ruth Madden, Research Associate. An Evaluation of Education Provision for Students with Autism Spectrum Disorder in Ireland. – Preliminary Findings. Paper presented at The National Council for Special Education Conference, Dublin.
Daly, P., Ring, E., (Principal Investigators). (2015, September). Egan, M., Fitzgerald, J., Griffin, C., Long, S., McCarthy, E., Moloney, M., O’Brien, T., O’Byrne, A., O’Sullivan, S., Ryan, M., and Wall, E. with Ruth Madden, Research Associate. An Evaluation of Education Provision for Students with Autism Spectrum Disorder in Ireland. Paper presented in the symposium entitled, ‘Educational Effectiveness and Improvement’ at the British Educational Research Association Annual Conference 2015, Belfast.
O’ Brien, T. (2015, July). An Evaluation of the Views of Students with Dyslexia on Learning in a Special Primary School in Ireland. Paper presented at The International Literacy Association Conference, Klagenfurt, Austria.
O’ Brien, T. (2015, June). The Imperative of Play in Promoting and Sustaining the Well-Being of Young Children with Special Needs. Paper presented at The Irish Association of Teachers of Special Education National Conference, Dublin.
Ni Eanachain,C. and O’ Brien, T. (2015, June) Looking at the Benefits of a Cross Age Peer Tutoring Programme for Students in Fourth Class. Paper presented at The All-Ireland Research Conference on Immersion Education, Limerick.
O’ Brien, T. (2015, April). Listening to Voices of Children with Dyslexia. Paper presented at The Discourse, Power and Resistance Conference; Creative Spaces for Collective Voices, University of Goldsmith’s, London, U.K.
Fitzgerald, J., O’Sullivan, S. (presenting authors), Daly, P., Ring, E., Egan, M., Griffin, C., Long, S., McCarthy, E., Moloney, M., O’Brien, T., O’Byrne, A., Ryan, M. and Wall, E. with Madden, R. Research Associate (2015, April). Teaching and learning for high school students with Autism Spectrum Disorder in Ireland: A National evaluation of provision. Paper presented at American Educational Research Association (AERA) Annual Meeting, Chicago, USA.
O’ Brien, T. (2015, March). Using ICT in Teaching Students with SEN. Paper presented at The Irish National Teachers’ Organisation National SEN Conference, Limerick.
O’ Brien, T. (2014, September). Whole Class Approaches to Support Students with Dyslexia. Paper presented at The Irish Learning Support Association National Conference, Dublin.
O’ Brien, T. (2014, June). Graphic Organisers: Enhancing Learning in Classrooms. Paper presented at The Irish Association of Teachers of Special Education National Conference, Dublin.
O’ Brien, T. (2013, November). Perceptions of the Barriers to Effective Inclusion in Irish Classrooms: Voices of Teachers in One Infant School. Paper presented at The 6th International Conference of Education, Research and Innovation, Seville, Spain.
O’ Brien, T. (2013, November). Challenges and Opportunities in Supporting Students with Dyspraxia. Invited Speaker at The Annual General Meeting of The Association of Teachers of Special Education (IATSE), Dublin.
O’ Brien, T. (2013, June). Dyspraxia- Practical Strategies for the Classroom. Paper presented at The Irish Association of Teachers of Special Education National Conference (IATSE), Dublin.
Supervision of Doctoral Research
Current
Nakita O’ Rourke. (Doctorate in Educational and Child Psychology). Exploring How Cultural Competence Shapes Primary School Teachers Support for Students from Refugee and Asylum Seeker Backgrounds.
Carmel An Harrington. (PhD in Special Education). An Exploration of the Impact of a Special Education Community of Practice (SENCoP) on Sustained Teacher Professional Learning and Development among Special Education Co-Ordinators (SENCOs) and SETs
Completed
Emma O’ Sullivan. (PhD in Special Education, 2026). An exploration of the well-being of leaders of inclusion (Principals and SENCOs) in Irish primary schools.
Emma Teahan. (Doctorate in Educational and Child Psychology, 2025). Inclusion at a Crossroads - What do EPs think?
Caitriona Mulcahy. (Doctorate in Educational and Child Psychology, 2023). An investigation into the effect of the Weaving Wellbeing Programme on academic achievement and engagement in Irish primary schools;
Sophie Gallagher. (Doctorate in Educational and Child Psychology, 2022). Refugee and asylum-seeker youths’ experiences of education in Ireland: An interpretative phenomenological analysis.
Lydia Mannion. (Doctorate in Educational and Child Psychology, 2022). Exploring the relationships between religiosity, religious coping and psychological wellbeing amongst adolescents at Senior Cycle level in Irish post-primary schools: An empirical enquiry.
Fiona O’ Brien. (Doctorate in Educational and Child Psychology, 2020). An investigation into the impact of the Weaving Well-Being Programme on primary school children’s emotion-regulation and self-efficacy.
Supervision of Master's research
Laura Nash. (Master’s in Special Education, 2026). Exploring teachers’ perceptions of the social and emotional impact of dyslexia in a DEIS Band 1 primary school.
Honora Jennings. (Master’s in Special Education, 2025). The Impact of The Smart Moves Transition Programme on children’s wellbeing and resilience.
Alex Molyneaux. (Master’s in Literacy Education, 2022). The perspectives of mainstream class teachers on the current provision for students with dyslexia in primary schools.
Karen Brogan. (Master’s in Special Education, 2019). Does a technology-based intervention improve the attainment levels and self-efficacy of children receiving literacy support in senior classes in a primary school?
Rachel Finnegan. (Master’s in Education, 2018). Teachers’ perspectives of supporting children with language impairments in the mainstream classroom.
Marie Naughton. (Master’s in Special Education, 2018). An investigation on the impact of co-teaching on children with literacy challenges.
Caitrin Sheedy. (Master’s in Special Education, 2017). The impact of a structured motor skills development programme on behaviours displayed by pupils with EBD in a mainstream Irish primary school.
Shonagh O’ Connor. (Master of Arts in Educational Psychology, 2016). Examining the social and emotional effects of placement in special education for children with dyslexia.
Mary O’ Connor. (Master’s in Special Education, 2016). Using an evidence-based intervention to teach time skills to pupils with pupils with special educational needs in a Gaelscoil.
Maire McEllistrem. (Master’s in Special Education, 2015). A Phenomenological enquiry into the inclusion of deaf and hard of hearing students in the mainstream primary school.
Grace Dunne. (Master’s in Special Education, 2015). What are the perspectives of teachers on the inclusion of children with dyspraxia in the Irish mainstream school?
Kathleen Ann Henaghan. (Master’s in Special Education, 2015). An Examination of the effects of a cross age peer tutoring programme on lower achieving readers in fourth class.
Angela Sheehy. (Master’s in Special Education, 2013). An examination of the current provision for students with literacy difficulties in an urban Youthreach centre.
