YORK RESEARCH JOURNEYS

Dr Gill Francis

Gill Francis grew up in a fishing village on the east coast of the Caribbean island of St Lucia. The youngest of seven children, with a large age gap between her and her siblings, she was surrounded by people who loved her and wanted to keep her safe. But this protection came with a downside. Freedoms afforded to other children, like playing in the waves at the beach, were off-limits.

Finding no such constraints on her imagination, she spent her time reading and developing a fierce love of literature and learning. After achieving top marks in her 11-plus exams, Gill became the first member of her family to stay in education past the age of 14. She dreamed of pursuing her passion for study into academia, but her route to realising that dream would not be a conventional one.

In her final year of school, Gill made a plan. With agriculture a cornerstone of the island’s economy, she would apply for a government scholarship to study agronomy. But at 18, life intervened: she was pregnant.

“I’ve always been someone who meets their responsibilities, and I knew instantly that I would step up to the challenge of becoming a mother,” says Gill. “But my family has always been my greatest champions. They sacrificed a lot to send me to secondary school, even though money was tight. It was only years later, when my daughter became a young adult, that I truly appreciated the disappointment my mum must have felt. To them, it must have seemed that a bright future had been taken away from me.”

It was a “sliding doors” moment that sent Gill down a different path. “Many jobs in St Lucia are in the tourism industry with antisocial hours,” she explains. “I made the decision to be a teacher because of my daughter. It was a profession that allowed me to juggle work with caring for her.”

Gill Francis is Assistant Professor of Psychology in Education at the University of York. A developmental-cognitive psychologist, her research focuses on the role of play in child development for neurodivergent and neurotypical children. From the impact of digital play to support for children with special educational needs and disabilities (SEND), she champions the importance of soft skills and works to break down barriers to opportunity for others.

Gill Francis grew up in a fishing village on the east coast of the Caribbean island of St Lucia. The youngest of seven children, with a large age gap between her and her siblings, she was surrounded by people who loved her and wanted to keep her safe. But this protection came with a downside. Freedoms afforded to other children, like playing in the waves at the beach, were off-limits.

Finding no such constraints on her imagination, she spent her time reading and developing a fierce love of literature and learning. After achieving top marks in her 11-plus exams, Gill became the first member of her family to stay in education past the age of 14. She dreamed of pursuing her passion for study into academia, but her route to realising that dream would not be a conventional one.

In her final year of school, Gill made a plan. With agriculture a cornerstone of the island’s economy, she would apply for a government scholarship to study agronomy. But at 18, life intervened: she was pregnant.

“I’ve always been someone who meets their responsibilities, and I knew instantly that I would step up to the challenge of becoming a mother,” says Gill. “But my family has always been my greatest champions. They sacrificed a lot to send me to secondary school, even though money was tight. It was only years later, when my daughter became a young adult, that I truly appreciated the disappointment my mum must have felt. To them, it must have seemed that a bright future had been taken away from me.”

It was a “sliding doors” moment that sent Gill down a different path. “Many jobs in St Lucia are in the tourism industry with antisocial hours,” she explains. “I made the decision to be a teacher because of my daughter. It was a profession that allowed me to juggle work with caring for her.”

“When I got my Cambridge Commonwealth Scholarship, I received a card from my brother saying: ‘It was never a matter of if, but when.’ That was an emotional moment.”

Back to School

Her experiences as a teacher continue to influence her approach to education research today. “I realised that small children will do well in school if it feels like a second home. They need a nurturing environment where they feel a sense of belonging,” she says. “I wanted to be the teacher that created that safe place, although this led to a few kids slipping up and calling me ‘mummy’ over the years!”

The experience also opened her eyes to wider social issues. “I saw children falling through the cracks due to undiagnosed learning difficulties and pupils from poorer families coming in late or without breakfast. That was when I became aware of the true power of education. For these children, it was the only opportunity to get out of poverty and make a difference in the lives of their families.”

Motivated to influence educational provision on the island, at 28, Gill enrolled at the University of the West Indies St Lucia campus for a Bachelors degree in Education. She specialised in testing and assessment, believing this would give her the power to help children achieve the qualifications needed for a better future.

However, when she returned to the classroom, she felt something was missing in a system focused purely on formal assessment. “I realised we needed to look at the ‘whole child’ and create a more child-led system that allowed them to follow their interests, inspired by their own creativity. This is what brought me to psychology.”

_{Gill graduated from the University of the West Indies with a B.Ed. in Educational Testing, Measurement and Evaluation}

BACK to School

Her experiences as a teacher continue to influence her approach to education research today. “I realised that small children will do well in school if it feels like a second home. They need a nurturing environment where they feel a sense of belonging,” she says. “I wanted to be the teacher that created that safe place, although this led to a few kids slipping up and calling me ‘mummy’ over the years!”

The experience also opened her eyes to wider social issues. “I saw children falling through the cracks due to undiagnosed learning difficulties and pupils from poorer families coming in late or without breakfast. That was when I became aware of the true power of education. For these children, it was the only opportunity to get out of poverty and make a difference in the lives of their families.”

Motivated to influence educational provision on the island, at 28, Gill enrolled at the University of the West Indies St Lucia campus for a Bachelors degree in Education. She specialised in testing and assessment, believing this would give her the power to help children achieve the qualifications needed for a better future.

However, when she returned to the classroom, she felt something was missing in a system focused purely on formal assessment. “I realised we needed to look at the ‘whole child’ and create a more child-led system that allowed them to follow their interests, inspired by their own creativity. This is what brought me to psychology.”

_{Gill graduated from the University of the West Indies with a B.Ed. in Educational Testing, Measurement and Evaluation}

_{Gill graduated from the University of the West Indies with a B.Ed. in Educational Testing, Measurement and Evaluation}

A LEAP OF FAITH

Driven by intellectual curiosity, at the age of 31, Gill made a radical decision. She applied for a Commonwealth Scholarship to study for a Masters in Education and Psychology in the UK. Scrolling through the list of providers, it was chance rather than meticulous research that led her to apply to the University of Cambridge.

“I was over the moon when I got the acceptance letter,” Gill recalls. “It felt like confirmation that it wasn’t too late to return to the dreams I’d had as a young girl.”

But as the start date neared, doubts crept in. “It was only when talking to friends that I became aware of the prestige of Cambridge. I actually started to wonder if the whole thing was a scam!”

It wasn't a scam, but it was a culture shock. In St Lucia, the weather is reliably balmy; in the UK, Gill quickly learned you can experience all four seasons in a single afternoon. “On my first day I saw clear blue skies so I put on a summer dress,” she laughs. “I made it about as far as the bus stop before I had to run back home and change.”

The transition for her and her then-14-year-old daughter was tough. They moved four times in four months before finding a permanent home in a village outside Cambridge. This final move came just two weeks before Gill’s first Masters assignment was due. The assignment didn’t go well and she credits the empathy of a university tutor for saving her academic journey.

“She was so kind. She explained that academic writing was a specific skill I just hadn't learned yet,” Gill says. “We went through the whole process and she broke everything down for me, showing me how to structure an argument. It just got better from there. Nowadays, I always make time to go through academic writing with my students who are struggling. I remember how much that support meant to me.”

A LEAP OF FAITH

Driven by intellectual curiosity, at the age of 31, Gill made a radical decision. She applied for a Commonwealth Scholarship to study for a Masters in Education and Psychology in the UK. Scrolling through the list of providers, it was chance rather than meticulous research that led her to apply to the University of Cambridge.

“I was over the moon when I got the acceptance letter,” Gill recalls. “It felt like confirmation that it wasn’t too late to return to the dreams I’d had as a young girl.”

But as the start date neared, doubts crept in. “It was only when talking to friends that I became aware of the prestige of Cambridge. I actually started to wonder if the whole thing was a scam!”

It wasn't a scam, but it was a culture shock. In St Lucia, the weather is reliably balmy; in the UK, Gill quickly learned you can experience all four seasons in a single afternoon. “On my first day I saw clear blue skies so I put on a summer dress,” she laughs. “I made it about as far as the bus stop before I had to run back home and change.”

The transition for her and her then-14-year-old daughter was tough. They moved four times in four months before finding a permanent home in a village outside Cambridge. This final move came just two weeks before Gill’s first Masters assignment was due. The assignment didn’t go well and she credits the empathy of a university tutor for saving her academic journey.

“She was so kind. She explained that academic writing was a specific skill I just hadn't learned yet,” Gill says. “We went through the whole process and she broke everything down for me, showing me how to structure an argument. It just got better from there. Nowadays, I always make time to go through academic writing with my students who are struggling. I remember how much that support meant to me.”

Resilience in research

While studying, Gill worked as a nursery assistant – a job she loved and credits with deepening her understanding of child development. She was then awarded a scholarship to do a PhD at the Centre for Research on Play in Education, Development and Learning (PEDAL) at Cambridge.

However, the decision to stay in the UK was difficult for her daughter. “She had lost an entire school year due to the different systems and was floundering. It was a tough decision, but I said to her: ‘I am going to support you as much as I can and we are going to do this.’”

The hard work paid off and her daughter eventually graduated with a nursing degree from York St John University. “I’m so proud of what she achieved. We have been each other's support system for years.”

Barriers continued to present themselves and in the final year of her PhD, Gill lost her mother. “I had spoken to her over the phone and less than four hours later, she was gone. Navigating that sudden loss while away from home was one of the most difficult things I have ever done.”

Gill credits her PhD supervisor’s compassion for getting her through to submission. “Having experienced that kindness from a mentor, I know that's the kind of leader I want to be. Someone who treats others fairly and with compassion.”

_{Top photo - Gill with her daughter at 18 years old. Bottom photo - Gill with her husband and daughter celebrating her first Cambridge Graduation - MPhil Psychology and Education}

Resilience in research

While studying, Gill worked as a nursery assistant – a job she loved and credits with deepening her understanding of child development. She was then awarded a scholarship to do a PhD at the Centre for Research on Play in Education, Development and Learning (PEDAL) at Cambridge.

However, the decision to stay in the UK was difficult for her daughter. “She had lost an entire school year due to the different systems and was floundering. It was a tough decision, but I said to her: ‘I am going to support you as much as I can and we are going to do this.’”

The hard work paid off and her daughter eventually graduated with a nursing degree from York St John University. “I’m so proud of what she achieved. We have been each other's support system for years.”

Barriers continued to present themselves and in the final year of her PhD, Gill lost her mother. “I had spoken to her over the phone and less than four hours later, she was gone. Navigating that sudden loss while away from home was one of the most difficult things I have ever done.”

Gill credits her PhD supervisor’s compassion for getting her through to submission. “Having experienced that kindness from a mentor, I know that's the kind of leader I want to be. Someone who treats others fairly and with compassion.”

“I realised that small children will do well in school if it feels like a second home. They need a nurturing environment where they feel a sense of belonging.”

No child left behind

Her perseverance was rewarded when she connected with Professor Umar Toseeb at the University of York. Professor Toseeb was looking to mentor applicants for the White Rose ESRC Postdoctoral Fellowship. She successfully secured the fellowship and subsequently went on to be awarded a Leverhulme Early Career Fellowship.

Now an Assistant Professor of Psychology in Education, Gill is producing the kind of research she wishes she had access to as a young teacher. Her goal is to close the gap between theory and practice to ensure no child is left behind.

“I am interested in what works for the most vulnerable,” she explains. Her recent work explores play-based interventions for neurodivergent children, highlighting that parents are uniquely placed to deliver this support as they know their child’s strengths best. By conducting systematic reviews of these interventions, she works to ensure families have access to evidence-based support that genuinely improves communication and social skills.

She is also pushing boundaries in the understudied area of behavioural genetics specifically researching how genetic and environmental factors might explain children’s playful dispositions. By calling for more research that uses genetic methods, she hopes to advance knowledge of how genes and the environment interact to shape a child's development.

In a recent major review of Educational Technology (EdTech), Gill examined how digital tools can reduce educational exclusion for children with disabilities. She is building an evidence base to show policymakers how technology can help children aged 6-12 access the full school curriculum, regardless of their physical or learning challenges. She is currently a co-investigator on a Nuffield funded project aimed at improving wellbeing-focused online media literacy.

_{Top photo - Gill's daughter joining her to officially hand in her PhD work for assessment. Bottom photo - A family reunion with Gill and her siblings and family members who supported her throughout the PhD}

No child left behind

Her perseverance was rewarded when she connected with Professor Umar Toseeb at the University of York. Professor Toseeb was looking to mentor applicants for the White Rose ESRC Postdoctoral Fellowship. She successfully secured the fellowship and subsequently went on to be awarded a Leverhulme Early Career Fellowship.

Now an Assistant Professor of Psychology in Education, Gill is producing the kind of research she wishes she had access to as a young teacher. Her goal is to close the gap between theory and practice to ensure no child is left behind.

“I am interested in what works for the most vulnerable,” she explains. Her recent work explores play-based interventions for neurodivergent children, highlighting that parents are uniquely placed to deliver this support as they know their child’s strengths best. By conducting systematic reviews of these interventions, she works to ensure families have access to evidence-based support that genuinely improves communication and social skills.

She is also pushing boundaries in the understudied area of behavioural genetics specifically researching how genetic and environmental factors might explain children’s playful dispositions. By calling for more research that uses genetic methods, she hopes to advance knowledge of how genes and the environment interact to shape a child's development.

In a recent major review of Educational Technology (EdTech), Gill examined how digital tools can reduce educational exclusion for children with disabilities. She is building an evidence base to show policymakers how technology can help children aged 6-12 access the full school curriculum, regardless of their physical or learning challenges. She is currently a co-investigator on a Nuffield funded project aimed at improving wellbeing-focused online media literacy.

“Within all of us, there is great potential. It is unfortunate if we can't realise that potential simply because no one opened the door.”

Opening doors

This drive to create a fairer playing field extends beyond her research papers. As Chair of the Athena Swan committee in the Department of Education, Gill takes a leading role in Equality, Diversity and Inclusion programmes in the department. She also sets aside office hours every week as a volunteer for the BAME Bliss Hour initiative, which provides a safe, non-judgmental space for BAME students and staff to connect, share experiences and find mutual support.

“When I look around the table, the fact is I’m often a minority in this space. I know the odds can feel insurmountable,” she reflects. “I want to use my platform to open the door for others who may be from a minority group or who have been disadvantaged. Within all of us, there is great potential. It is unfortunate if we can't realise that potential simply because no one opened the door.”

Looking back on her journey to becoming an academic, there’s a moment that stands out.

“When I got my Cambridge Commonwealth Scholarship, I received a card from my brother saying: ‘It was never a matter of if, but when.’ That was an emotional moment. I remembered being that little girl in the fishing village who loved to read. I had finally achieved my dream. It was a little later than planned, but I got there in the end. I remain immensely thankful to my siblings, husband, and daughter whose relentless support has never waivered.”

Opening doors

This drive to create a fairer playing field extends beyond her research papers. As Chair of the Athena Swan committee in the Department of Education, Gill takes a leading role in Equality, Diversity and Inclusion programmes in the department. She also sets aside office hours every week as a volunteer for the BAME Bliss Hour initiative, which provides a safe, non-judgmental space for BAME students and staff to connect, share experiences and find mutual support.

“When I look around the table, the fact is I’m often a minority in this space. I know the odds can feel insurmountable,” she reflects. “I want to use my platform to open the door for others who may be from a minority group or who have been disadvantaged. Within all of us, there is great potential. It is unfortunate if we can't realise that potential simply because no one opened the door.”

Looking back on her journey to becoming an academic, there’s a moment that stands out.

“When I got my Cambridge Commonwealth Scholarship, I received a card from my brother saying: ‘It was never a matter of if, but when.’ That was an emotional moment. I remembered being that little girl in the fishing village who loved to read. I had finally achieved my dream. It was a little later than planned, but I got there in the end. I remain immensely thankful to my siblings, husband, and daughter whose relentless support has never waivered.”

Gill Francis is Assistant Professor of Psychology in Education in the Department of Education. Her work focuses on the cognitive link between play and child development.

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