• PhD (Edinburgh University) 2004
• PGCE (Secondary) (English) (Jordanhill College, Glasgow 1989-1990
• Diploma in Housing Studies (Part 11) Glasgow University 1985-1987
• MA (Hons) General (Edinburgh University) 1981-1985

In recent years, Gillean McCluskey's research, teaching and writing has focused on two related fields of endeavour: a) restorative practices in education and b) exclusion from school. Restorative practices (RP) examines relationships and conflict in school and represents a rapidly developing field of international interest. Her own involvement in this area arises out of a professional and academic interest in, and concern about, the experiences of  children and young people who experience exclusion. Underpinning these interests is a concern more broadly about inequalities in education.  Her work aims to contribute to understanding of the impact of inequalities in education by advancing first, our understanding of exclusion from school and, secondly, the role that RP may have to play in this. She is currently working on an ESRC funded Large Grant on school exclusion (2019-2023) with colleagues at Oxford, Cardiff and Queen's, Belfast, www.education.ox.ac.uk/research/excluded-lives 

• Exclusion from school
• Troubled and troublesome pupils and behaviour
• Restorative Approaches in school
• Relationships between youth crime and education

Current Project

• Political Economies of School Exclusion in the UK.  (Co-Investigator) ESRC large grant, 2019-2023  https://www.ed.ac.uk/education/rke/centres-groups/creid/projects/political-economies-sch-exclusion-uk
• Covid-19, Education And Adolescent Mental Health: Translating Research Evidence Into Teacher Practice (Co-Investigator) ESRC IAA. (2022-23)
• Policing after Lockdown: rebuilding relationships with the Covid Generation (Co-Investigator) Scottish Institute for Policing Research (2023-24)

Recent projects

• Disparities in rates of permanent exclusion from school across the UK

• Exploring the intersections of violence in childhood, learning outcomes and educational practices: Towards a new conceptual model (Principal Investigator) University of Edinburgh Challenge Investment Fund, 2016-2017

• Understanding learner progress in special schools (Principal Investigator) City of Edinburgh Council, 2013-2014.

• Youth Justice in Western Europe and the Baltic States (researcher) European Union, 2012-2015

• Exclusion and Education Provision for Children and Young People Educated Outside School  (Principal Investigator) Welsh Government, 2011-2013

• Theory, policy and practice in behaviour management (Principal Investigator) Moray House School of Education, 2011.

• Muslim families experience of education in England and Scotland (researcher). Centre for the Study of Islam,University of Edinburgh,2010-2012.

• Confident Staff, Confident Children;  the impact of staff training on emotional health and wellbeing in schools (Principal Investigator) City of Edinburgh Council, 2011.

• Behaviour in Scottish Schools 2009 (researcher) Scottish Government, 2009.

• Restorative Practices in Scottish Schools: Follow-up (Co-investigator) Scottish Government, 2008.

• Additional Support for Learning: School Staff Survey (Principal Investigator) City of Edinburgh Council, 2008.

• Evaluation of Development of Restorative Approaches in Falkirk (Co-investigator) Falkirk Council, 2008.

• Restorative Practices in Educational Settings 2004-2006, (Researcher)Scottish Government.

• Restorative Practices in Scottish and South African Schools, (Principal Investigator) Royal Society of Edinburgh, 2008.

• Outcomes for Excluded Pupils, (Researcher) Department of Children, Schools and Families, 2006-2009.

• Religious Education in Multicultural Societies, (Researcher) European Union, 2006- 2009.

• Children and young people at risk and in trouble (home, school, community)
• Exclusion and Disaffection from School
• Restorative approaches in Schools
• Behaviour and relationships

Current PhD students supervised

• Neil Hume - Positive Secondary School Transitions: Improving multi-agency working with school pupils identified as being at risk of making a poor transition.

Past PhD students supervised to completion

• Brendan Kwiatowski - Healthy masculinity and adolescence: resilience to restrictive masculinity
• Jian Liao - Equity and Inclusion in Education for Migrant Pupils in Urban China
• Sujin Yoon - North Korean refugee students successes and challenges in alternative school settings (2019)
• Jenestar Wanjiru (2016) The experiences of head teachers in improving retention of vulnerable children in primary schools in Kenya
• Geetha Marcus (2016) Improving understanding of the experiences of Gypsy/Travellers in Scotland
• Kevin Wright (2015) How do classroom assistants in Scottish schools negotiate identities?
• Jessica Pei Wen Chong (2014) Discourses, Decisions, Designs: an international comparative analysis of “special” educational policymaking