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My Route to Academia: Katie Crouch

Thursday, 9 July, 2026

ºÚÁÏÕýÄÜÁ¿ employs experts from a range of specialisms to teach on its wide selection of courses. From the Humanities to the Sciences, its academic staff are highly respected in their fields and offer a wealth of knowledge and experience.   

In this series, we’re speaking to BSU academics, gaining valuable insight into their academic journeys. 

For Dr Katie Crouch, Senior Lecturer in Early Childhood Studies, the route to academia began with a return to education as an adult learner. From leaving school with just two GCSEs to completing a PhD, her journey has been shaped by perseverance and a strong commitment to improving children's learning experiences. 

As a first-generation graduate and the first person in her family to attend university, Katie describes entering higher education as stepping into unfamiliar territory. 

“Like many students, I experienced imposter syndrome. 

While that feeling never completely disappears, I’ve learned strategies to quieten that inner voice and focus on what I can achieve.” 

Returning to education transformed her confidence and helped her rediscover her academic potential. 

Katie explained: 

“Learning in an environment designed for adult learners helped me discover my confidence and realise my academic potential.” 

As a young mother raising two children, she saw education as a way to create opportunities for her family.  

“I have always believed that knowledge is empowering - I wanted to be the best advocate I could be for my family and others around me. 

University gave me that foundation and my PhD has helped me deepen that knowledge.” 

Exploring how children make sense of language 

Katie’s PhD explored children’s phonics acquisition through sound symbolism. 

Her research looked at how children connect speech sounds with meaning, offering new insights into early literacy development. 

A key finding from her work is the importance of supporting children’s phonological awareness through multi-sensory, sound-symbolic experiences. 

Katie explained: 

“These experiences give children access to sensory stimuli, helping them build connections between what they see, hear, feel and do. 

For example, when children encounter bubbles, they may link the shape their mouth makes when saying the word ‘bubble’, the action of blowing bubbles, and the sensory experience itself.” 

Katie hopes these insights encourage educators to embrace more playful approaches to literacy. 

“My hope is that this research helps practitioners recognise and build on these natural learning processes.”

Research shaped by lived experience 

Throughout her career, Katie has worked with children and families across schools, early years settings, healthcare environments and family support services. These experiences have shaped her teaching and research interests, particularly around inclusion and social justice. 

Becoming a parent at a young age gave her first-hand insight into barriers families can face. Combined with her professional experience, this sparked an interest in disability and inclusion, eventually leading her back into education and research. 

Along the way, Katie also explored her own identity and sought a diagnosis of neurodivergence. 

“In fact, my own experience of perceiving sound symbolism differently from my peers inspired my PhD research question.” 

Katie believes lived experience brings valuable perspectives to academic inquiry. 

She said: 

“My research shows how diverse experiences and identities can contribute valuable new knowledge. 

It highlights the importance of recognising the strengths people bring through lived experience.” 

Bringing research into the classroom 

Katie’s strong research interests continue to shape her teaching in Education and Early Childhood Studies. 

She encourages interactive and multi-sensory approaches to learning, helping students explore theory through practice. She is also open about the strategies that support her own learning. 

She said: 

“As a neurodivergent learner, I use strategies such as brown noise for concentration or colour-coding different aspects of a project. 

I share these approaches so students feel empowered to find what works best for them. Every learner is different and understanding how you learn is key to academic success.” 

Advice for future researchers 

Katie is passionate about encouraging others to consider postgraduate study. 

Reflecting on her journey, she hopes her story shows that potential is not defined by starting point. 

“For those considering postgraduate research, your lived experiences are a valuable asset. They shape how you engage with theory and allow you to bring unique perspectives to academic inquiry. 

Postgraduate research is an opportunity to combine your identity, experience and curiosity to make a positive impact. 

By pursuing advanced study, you can contribute to lasting change for communities, organisations and future generations.”

Inspired by Katie's journey? Explore our range of Education and Teaching courses and discover where your own journey could take you.