Stephanie Burns


  • Room 02.531 - David Keir Building

    United Kingdom


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Personal profile


Stephanie Burns has worked as a Lecturer (Education) in the School of Psychology at Queen’s University Belfast since 2018, with a focus on teaching research methods and social and developmental psychology. With a Master’s degree in Social Research Methods (QUB, 2006) and a PhD in Psychology (QUB, 2013), Stephanie also has 15 years’ experience of conducting research and programme evaluations within QUB and for government and non-government bodies, including 8 years as a post-doctoral Research Fellow at the School of Social Sciences, Education and Social Work and the School of Psychology.

Research Interests

Stephanie is an interdisciplinary researcher, with interests across the fields of psychology, education and peace studies. Her work has examined intergroup relations in post-conflict societies, particularly the roles of schools and contact-based interventions in promoting social cohesion.  Most recently, she has worked as part of the team from the Centre for Identity and Intergroup Relations (School of Psychology, QUB) conducting the evaluation of the PEACE IV Objective 2.1 Children and Young People (14-24) Programme in Northern Ireland and the border region of the Republic of Ireland ("Peace4Youth"). She is particularly interested in issues of identity, multiculturalism and respect for diversity (her PhD focussed on understandings of the concept of ‘respect for diversity’ and its measurement); shared & collaborative models of education; inclusivity in education, educational outcomes in contexts of adversity, and inequalities in education (at primary, secondary, and tertiary levels); and the promotion of community participation and voice (particularly for children and young people, and widening participation in higher education). Her research therefore contributes towards UN Sustainable Development Goals 4 (Quality Education) and 16 (Peace, Justice, and Strong Institutions).

As a mixed methods researcher, Stephanie has employed a range of methodologies during her career, including interviews, focus groups and creative methods with children and adults; cross-sectional, longitudinal, and secondary data analysis; and psychometric scale development and factor analysis.


Stephanie currently teaches on the following modules:

PSY1009 Introduction to Methods in Psychology (Research Proposals; Survey and Questionnaire Design; Individual Differences (personality tests))

PSY2067 Psychological Methods (Questionnaires and Reliability)

PSY3114 Psychology Thesis (Level 3 supervision)

PSY7092 Applications of Psychology in the ‘Real World’

PSY7093 Methods, Design and Analysis in Psychology

PSY7094 Research Thesis Psychology (MSc Psychological Science supervision)

PSY7063, PSY7064: Principles of Qualitative Research Methods and Data Analysis I and II (teaching assistance)

PSY7065, PSY7066: Quantitative Data Analysis I and II (teaching assistance)

Personal Tutor to MSc Psychological Science students

Qualitative Research Consultant for two Doctoral students from the QUB Doctorate in Educational, Child and Adolescent Psychology [DECAP] programme


QUB Faculty of Engineering and Physical Sciences – Maths and Statistics Helpdesk Tutor

Member of the QUB School of Psychology Inclusion Working Group

Member of the QUB School of Psychology Green Committee

Member of the British Psychological Society (BPS)

Member of the European Society of Psychology Learning and Teaching (ESPLAT)

Member of the American Psychological Association (APA); Member of APA Division 48: Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division; and Member of APA Division 2: Society for the Teaching of Psychology.

Member of the Research, Policy and Advocacy Consortium for the Migrant and Minority Ethnic Council, Northern Ireland

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 10 - Reduced Inequalities
  • SDG 16 - Peace, Justice and Strong Institutions


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