Staff profile

I held the post of Associate Professor in the School of Education at Durham until 2025. My work primarily focused on educational identities and progression across the life course, with a particular interest in the intersection of education, health and well-being, and narrative and auto/biographical approaches to researching lived experience. I was co-lead of the Narrative Practices Lab, within the Discovery Research Platform for Medical Humanities in its first two years. I remain an Honorary Fellow in the Institute for Medical Humanities, collaborating on projects focused on group dynamics, facilitation, and digital storytelling. I created the NCL+ Advanced Award in Digital Storytelling at Newcastle University and I contribute to Digital Storytelling Durham.

I am currently an Honorary Trainee Psychotherapist at the Centre for Specialist Psychological Therapies within Cumbria, Northumberland, Tyne and Wear NHS Foundation Trust, doing my qualifying training in Jungian Psychotherapy at the British Psychotherapy Foundation. I am an Associate Member of the Institute of Group Analysis, with Groupwork Practitioner Status. I faciliate groups at the Recovery College Collective in Newcastle, Recoco, as well as being a bereavement volunteer for Cruse Bereavement Support.

Completed Supervisions

A study on the character development and education of gifted pupils using a critical realist approach.

That’s me when I’m angry”: seeking the authentic voices of pupils and teachers from inside a Pupil Referral Unit through autoethnography.

Being WELL in the neoliberal university: Conceptualising a whole university approach to student well-being and experiences of living and learning at UK universities in a neoliberal higher education context.

Towards communities of compassion: Exploring what affords a compassion enabling environment in Early Childhood Education.

Information for prospective doctoral students

Authored book

• Families, Education and Giftedness: Case Studies in the Construction of High Achievement.
  
  Mazzoli Smith, L., & Campbell, R. (2012). Families, Education and Giftedness: Case Studies in the Construction of High Achievement. Sense Publishers.

Book review

• Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives
  
  Mazzoli Smith, L. (2023). Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. British Journal of Educational Studies, 71(1), 125-127. https://doi.org/10.1080/00071005.2022.2113615
• Book Review: Narrative inquiry: Philosophical roots by V. Caine, D. J. Clandinin, & S. Lessard
  
  Mazzoli Smith, L. (2022). Book Review: Narrative inquiry: Philosophical roots by V. Caine, D. J. Clandinin, & S. Lessard. International Journal of Research & Method in Education, 45(4), 421-422. https://doi.org/10.1080/1743727x.2022.2109875

Chapter in book

• A composite approach to movement analysis for embodied methodology
  
  Mazzoli Smith, L., & Rachel, K. (2024). A composite approach to movement analysis for embodied methodology. In H. Kara, D. Mannay, & A. Roy (Eds.), A Handbook of Creative Data Analysis editors Helen Kara, Dawn Mannay, and Alastair Roy (pp. 113–128). Bristol University Press. https://doi.org/10.51952/9781447369592.ch008
• Learning about research methods: A case study
  
  Gascoine, L., & Mazzoli Smith, L. (2023). Learning about research methods: A case study. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge. https://doi.org/10.4324/9781003296935
• Discovering your philosophy of education through digital storytelling
  
  Ward, S., Mazzoli Smith, L., & Dragas, A. (2023). Discovering your philosophy of education through digital storytelling. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge.
• Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners
  
  Mazzoli Smith, L. (2021). Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners. In A. Bainbridge, L. Formenti, & L. West (Eds.), Discourses, Dialogue and Diversity in Biographical Research: An Ecology of Life and Learning (pp. 107-120). Brill Academic Publishers.
• Diversifying Discourses of Progression to UK Higher Education Through Narrative Approaches
  
  Mazzoli Smith, L. (2020). Diversifying Discourses of Progression to UK Higher Education Through Narrative Approaches. In H. Wright & M. R. Høyen (Eds.), Discourses We Live By: Narratives of Educational and Social Endeavour (pp. 549-567). Open Book Publishers Cambridge. https://doi.org/10.11647/obp.0203
• Poverty and school processes: from equality of opportunity to relational justice
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2018). Poverty and school processes: from equality of opportunity to relational justice. In S. Gannon, R. Hattam, & W. Sawyer (Eds.), Resisting educational inequality : reframing policy and practice in schools serving vulnerable communities. (pp. 131-139). Routledge.
• Creating a transformational space through narrative: Looked after young people tell their life stories
  
  Mazzoli Smith, L., & Laing, K. (2016). Creating a transformational space through narrative: Looked after young people tell their life stories. In L. Formenti & L. West (Eds.), Stories that make a difference : exploring the collective, social and political potential of narratives in adult education research. Pensa MultiMedia.
• Educating Urban Youth: Fair or Foul?
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2016). Educating Urban Youth: Fair or Foul? In S. Davoudi & D. Bell (Eds.), Justice and fairness in the city. (pp. 231-248). Policy Press.
• Family Beliefs and Practices around Academic Ability and Social Mobility; narratives of contradiction, continuity, and resistance
  
  Mazzoli Smith, L. (2014). Family Beliefs and Practices around Academic Ability and Social Mobility; narratives of contradiction, continuity, and resistance. In H. Reid & L. West (Eds.), Constructing narratives of continuity and change. (pp. 105-116). Routledge.
• Innovative Narrative Life History Interviews: The construction of academic giftedness in family context.
  
  Mazzoli Smith, L. (2013). Innovative Narrative Life History Interviews: The construction of academic giftedness in family context. In SAGE Research Methods Cases. SAGE Publications.

Conference Paper

• Digital Storytelling as Authentic Assessment: A Case from an Undergraduate Education Module”
  
  Dragas, T. (2023, June 20 – 2023, June 23). Digital Storytelling as Authentic Assessment: A Case from an Undergraduate Education Module” [Conference paper]. Presented at DST 11th International Digital Storytelling Conference, University of Maryland, Montgomery College, Smithsonian Institute. USA.

Edited book

• Repositioning Out-of-School Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School
  
  Rose, J., Jay, T., Goodall, J., Mazzoli Smith, L., & Todd, L. (Eds.). (2022). Repositioning Out-of-School Learning: Methodological Challenges and Possibilities for Researching Learning Beyond School. Emerald.

Journal Article

• Compassionate inquiry: digital storytelling and the ethics of care
  
  Ward, S., Dragas, T., Mazzoli Smith, L., Ross, K., & Miao, Z. (2025). Compassionate inquiry: digital storytelling and the ethics of care. Teaching in Higher Education, 30(5), 1157-1173. https://doi.org/10.1080/13562517.2024.2394600
• Challenges and opportunities for inclusive, equitable and accessible school holiday clubs for children with special educational needs and disabilities (SEND)
  
  Hatch, L., Tinner, L., Khofi-Szeremley, C., Darling, F., Clohessy, S., Tanner, J., Robinson, H., Jago, R., Summerbell, C., Mazzoli-Smith, L., Pallan, M., Defeyter, M. A., & Murphy, M. (2025). Challenges and opportunities for inclusive, equitable and accessible school holiday clubs for children with special educational needs and disabilities (SEND). International Journal for Equity in Health, 24, Article 236. https://doi.org/10.1186/s12939-025-02607-y
• Reflections of a Research Team on Using Creative Facilitation for the First Time: Illuminating the Lived Experience of the School Holidays for Children and Families Living in Poverty Across England
  
  Darling, F., Mazzoli Smith, L., Robson, M., Tinner, L., Murphy, M., Pallan, M., Tanner, J., Hatch, L., Jago, R., & Summerbell, C. (2025). Reflections of a Research Team on Using Creative Facilitation for the First Time: Illuminating the Lived Experience of the School Holidays for Children and Families Living in Poverty Across England. International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251369293
• Transformative and therapeutic benefits of digital storytelling: a phenomenological lifeworlds study of Patient Voices participant experiences
  
  Mazzoli Smith, L., Hardy, P., Thompson, K., & Lucinda, W. (2024). Transformative and therapeutic benefits of digital storytelling: a phenomenological lifeworlds study of Patient Voices participant experiences. Arts and Health: An International Journal for Research, Policy and Practice, 1-18. https://doi.org/10.1080/17533015.2024.2368767
• Poverty proofing healthcare: A qualitative study of barriers to accessing healthcare for low-income families with children in northern England
  
  Bidmead, E., Hayes, L., Mazzoli-Smith, L., Wildman, J., Rankin, J., Leggott, E., Todd, L., & Bramhall, L. (2024). Poverty proofing healthcare: A qualitative study of barriers to accessing healthcare for low-income families with children in northern England. PLOS ONE, 19(4), Article e0292983. https://doi.org/10.1371/journal.pone.0292983
• Narrative-based Learning for Person-centred Healthcare: the Caring Stories Learning Framework
  
  Mazzoli Smith, L., Villar, F., & Wendel, S. (2023). Narrative-based Learning for Person-centred Healthcare: the Caring Stories Learning Framework. Medical Humanities., 49(4), 583-592. https://doi.org/10.1136/medhum-2022-012530
• Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis
  
  Dost, G., & Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis. Journal of Further and Higher Education, 47(6), 822-849. https://doi.org/10.1080/0309877x.2023.2191176
• The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University
  
  Priestley, M., & Mazzoli-Smith, L. (2023). The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University. International Journal of Qualitative Methods, 22(January-December 2023). https://doi.org/10.1177/16094069231215234
• The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving
  
  Nita, L., Mazzoli Smith, L., Chancellor, N., & Cramman, H. (2023). The challenge and opportunities of quantum literacy for future education and transdisciplinary problem-solving. Research in Science and Technological Education, 41(2), 564-580. https://doi.org/10.1080/02635143.2021.1920905
• Freedom through constraint: Young women's embodiment, space and wellbeing during lockdown
  
  Harding, S., & Mazzoli Smith, L. (2022). Freedom through constraint: Young women’s embodiment, space and wellbeing during lockdown. Wellbeing, Space and Society, 3, Article 100101. https://doi.org/10.1016/j.wss.2022.100101
• The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice
  
  Mazzoli Smith, L. (2021). The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice. Cambridge Journal of Education, 51(1), 85-103. https://doi.org/10.1080/0305764x.2020.1782351
• Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice
  
  Mazzoli Smith, L. (2020). Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice. Widening Participation and Lifelong Learning, 22(1), 79-94. https://doi.org/10.5456/wpll.22.1.79
• Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism
  
  Woodley, H., & Mazzoli Smith, L. (2020). Paradigmatic Shifts in Doctoral Research: Reflections Using Uncomfortable Reflexivity and Pragmatism. International Journal of Qualitative Methods, 19, Article 160940692090753. https://doi.org/10.1177/1609406920907533
• Using the concept of relational justice to apply fairness in schools
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2019). Using the concept of relational justice to apply fairness in schools. International Education Journal, 18(1), 128-142.
• Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation
  
  Mazzoli Smith, L., & Todd, L. (2019). Conceptualising poverty as a barrier to learning through ‘Poverty Proofing the School Day’: the genesis and impacts of stigmatisation. British Educational Research Journal, 45(2), 356-371. https://doi.org/10.1002/berj.3506
• The impact agenda and critical social research in education: hitting the target but missing the spot?
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2017). The impact agenda and critical social research in education: hitting the target but missing the spot? Policy Futures in Education, 16(2), 169-184. https://doi.org/10.1177/1478210317742214
• Students’ views on fairness in education: the importance of relational justice and stakes fairness
  
  Mazzoli Smith, L., Todd, L., & Laing, K. (2017). Students’ views on fairness in education: the importance of relational justice and stakes fairness. Research Papers in Education, 33(3), 336-353. https://doi.org/10.1080/02671522.2017.1302500
• The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian) = Прогрессивная парадигма одаренности и логика неолиберализма: экономические ценности как определяющий фактор ожиданий
  
  Mazzoli Smith, L., & Chernoivanenko, Y. (2016). The Progressive Paradigm of Giftedness and the Logic of Neoliberalism (translated into Russian) = Прогрессивная парадигма одаренности и логика неолиберализма: экономические ценности как определяющий фактор ожиданий. Social Phenomena, 3(6), 6-16.
• So-called giftedness and teacher education: issues of equity and inclusion
  
  Mazzoli Smith, L., & Campbell, R. (2016). So-called giftedness and teacher education: issues of equity and inclusion. Teachers and Teaching, 22(2). https://doi.org/10.1080/13540602.2015.1055448
• Young, Gifted and Working-Class: Issues arising from Case Studies of Families with Gifted Children.
  
  Campbell, R., & Mazzoli Smith, L. (2015). Young, Gifted and Working-Class: Issues arising from Case Studies of Families with Gifted Children. International Journal for Talent Development and Creativity, 3(1), 131-144.
• Extending sociological theorising on high ability: the significance of values and lived experience
  
  Mazzoli Smith, L. (2014). Extending sociological theorising on high ability: the significance of values and lived experience. International Studies in Sociology of Education, 24(4), 354-371. https://doi.org/10.1080/09620214.2014.976436
• De-mystifying Giftedness: an overdue perspective. Response to Freeman.
  
  Campbell, R., & Mazzoli Smith, L. (2013). De-mystifying Giftedness: an overdue perspective. Response to Freeman. Gifted and Talented International, 27(2), 27-31.
• Self-Organised Learning Environments (SOLEs) in an English School: an example of transformative pedagogy?
  
  Dolan, P., Leat, D., Mazzoli Smith, L., Mitra, S., & Todd, L. (2013). Self-Organised Learning Environments (SOLEs) in an English School: an example of transformative pedagogy? Online Educational Research Journal, 3(11), 1-19.
• Giftedness and Globalisation: the challenge of cultural diversity for gifted education programmes in a neoliberal educational marketplace.
  
  Mazzoli Smith, L. (2013). Giftedness and Globalisation: the challenge of cultural diversity for gifted education programmes in a neoliberal educational marketplace. Gifted Education International, 30(3), 197-211. https://doi.org/10.1177/0261429413486572
• The Recognition of Cultural Bias in Researching those Labelled Gifted: an overdue perspective.
  
  Campbell, R., & Mazzoli Smith, L. (2012). The Recognition of Cultural Bias in Researching those Labelled Gifted: an overdue perspective. Gifted and Talented International, 27(2), 55-62.
• Personalised Learning: Ambiguities in Theory and Practice
  
  Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies, 55(2). https://doi.org/10.1111/j.1467-8527.2007.00370.x

Report

• An evidence-based plan for addressing poverty with and through education settings
  
  Balmer, S., Black, N. M., Brown, C., Cookson, R., Crossley, S., Eddy, L., Fairbrother, H., James, M., Kapree, M., Laing, K., Larbi, R., Munford, L., O’Donovan, L., Papen, U., See, B., Simpson, A., Sinha, I., Mazzoli Smith, L., & Taylor-Robinson, D. (2024). An evidence-based plan for addressing poverty with and through education settings (C. Ayadurai, L. Todd, M. Mon-Williams, & M. Wood, Eds.). N8 Research Partnership.
• Fighting against poverty: Case studies of school action. Poverty Proofing the School Day evaluation update 2019/20.
  
  Mazzoli Smith, L., Tiplady, L., Todd, L., & Wysocki, L. (2019). Fighting against poverty: Case studies of school action. Poverty Proofing the School Day evaluation update 2019/20.
• Poverty Proofing the School Day: Evaluation and Development Report
  
  Mazzoli Smith, L., & Todd, L. (2016). Poverty Proofing the School Day: Evaluation and Development Report.
• Evaluation of Gateshead MASH: Final report.
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2015). Evaluation of Gateshead MASH: Final report.
• Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme
  
  Laing, K., & Mazzoli Smith, L. (2015). Supporting the Progression of Looked After Young People to University: Evaluation of the Choices Together Programme.
• Fair or Foul? Towards practice and policy in fairness in education: short report
  
  Laing, K., Mazzoli Smith, L., & Todd, L. (2014). Fair or Foul? Towards practice and policy in fairness in education: short report. Newcastle City Council.
• Survey of Overseas Gifted Education Centres (Identification and Programmes).
  
  Mazzoli Smith, L., & Eyre, D. (2011). Survey of Overseas Gifted Education Centres (Identification and Programmes).
• The National Academy for Gifted and Talented Youth (NAGTY): Second Annual Post-18 Survey of Students. Occasional Paper No. 20.
  
  Muijs, R., Mazzoli Smith, L., Hewston, R., & Campbell, R. (2007). The National Academy for Gifted and Talented Youth (NAGTY): Second Annual Post-18 Survey of Students. Occasional Paper No. 20.
• Developing Expertise: School-based Case Studies. Occasional Paper No. 12.
  
  Robinson, W., Campbell, R., & Mazzoli Smith, L. (2006). Developing Expertise: School-based Case Studies. Occasional Paper No. 12.
• The National Academy for Gifted and Talented Youth: Pilot Survey of Members’ Parents, Occasional Paper No. 9.
  
  Mazzoli Smith, L., Campbell, R., Eyre, D., Muijs, R., Neelands, J., & Robinson, W. (2006). The National Academy for Gifted and Talented Youth: Pilot Survey of Members’ Parents, Occasional Paper No. 9.
• The Second Annual Survey of the Workloads and Support Needs of Gifted and Talented Coordinators in Secondary Schools in England. Occasional Paper No. 15.
  
  Mazzoli Smith, L., Campbell, R., & Hewston, R. (2006). The Second Annual Survey of the Workloads and Support Needs of Gifted and Talented Coordinators in Secondary Schools in England. Occasional Paper No. 15.
• Engagement with School, Identity and Self-esteem: Some Characteristics of Gifted and Talented Students in England. Occasional Paper No. 11.
  
  Campbell, R., Muijs, R., Mazzoli Smith, L., Hewston, R., Neelands, J., Robinson, W., & Eyre, D. (2006). Engagement with School, Identity and Self-esteem: Some Characteristics of Gifted and Talented Students in England. Occasional Paper No. 11.
• What’s so Different about Gifted and Talented Students? Gifted and Talented Students and Psychosocial Adjustment.
  
  Mazzoli Smith, L., Campbell, R., & Muijs, R. (2006). What’s so Different about Gifted and Talented Students? Gifted and Talented Students and Psychosocial Adjustment.
• The First Annual Survey of NAGTY Students, Occasional Paper No. 7.
  
  Mazzoli Smith, L., Campbell, R., Eyre, D., Muijs, R., Neelands, J., & Robinson, W. (2005). The First Annual Survey of NAGTY Students, Occasional Paper No. 7.