Dr Eleni Lithari

Senior Lecturer

Faculty:Faculty of Health, Education, Medicine and Social Care

School:Education and Social Care

Location: Chelmsford

Areas of Expertise: Education and teaching

Research Supervision:Yes

Eleni is a Senior Lecturer in Educational Studies. Her main area of expertise is dyslexia in secondary education, SEN and inclusion.

[email protected]


Eleni completed her doctorate at ARU; she investigated the experiences of children with dyslexia in secondary education and the relationship between identity development, learning difficulties and educational experiences. She is also interested in these issues in primary education.

Parallel to her doctoral studies, she worked at ARU and gained experience working with children with literacy difficulties.

Research interests

  • SEND (especially dyslexia)
  • Inclusion policy and practice
  • Educational experiences and learner identity development

Areas of research supervision

Eleni would be pleased to consider supervising doctoral students with the following research interests/topics:

  • Special educational needs
  • Inclusion
  • School practice


  • BA (Hons) Education
  • BA (Hons) Primary Education Studies
  • MA in Special Educational Needs and Disability


  • PhD, Anglia Ruskin University. Thesis title: 'Young people and their identities: The case of dyslexia and transition to secondary education.'
  • MSc, Special and Inclusive Education, Institute of Education
  • MSc, Child, Adolescent and Family Mental Health, London Metropolitan University
  • Degree, Education Sciences, University of the Aegean

Memberships, editorial boards

  • Child Care in Practice/ Reviewer

Recent presentations and conferences

Lithari, E., 2018: Fractured academic identities: dyslexia, secondary education, self-esteem and school experiences, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1433242

Lithari, E. & Rogers, C., 2016. Care-less spaces and identity construction: transition to secondary school for disabled children. Children's Geographies, 15(3), p. 259-273. DOI: 10.1080/14733285.2016.1219021