Foundations for early learning: Self-Regulation and school readiness in contexts of adversity
Supervisor :
Dr Bosiljka Milosavljevic, SBBS, QMUL
Dr Laura Katus, University of Greenwich
Professor Rachael Bedford, SBBS, QMUL
26th June 2026
The studentship is funded by the by Queen Mary University of London's (QMUL) School of Biological and Behavioural Sciences. It will cover home tuition fees, and provide an annual tax-free maintenance allowance for 3-years (£22,618 in 2026/27).
To qualify for Home Fees, this typically means the candidate will be unrestricted in how long they can remain in the UK.
International students will need to cover the difference in fees between the home and overseas basic rate from external sources. Further details can be found on our PhD Tuition Fees page.
Funding and eligibility queries can be sent to the sbbs-pgadmissions@qmul.ac.uk
Project Overview
Early adversity, including socioeconomic disadvantage and challenges in early caregiving environments, is associated with variation in children’s cognitive and educational outcomes. However, these broad associations conceal a central scientific question: why do some children exposed to similar early adversity follow resilient developmental trajectories while others experience sustained difficulties?
Understanding this heterogeneity is critical for improving models of school readiness and for designing more effective early support systems. This PhD will address this question by focusing on early self-regulation in infancy and toddlerhood as a key developmental mechanism linking early environments to later cognitive and educational outcomes.
The project will use large-scale longitudinal cohort data to identify distinct developmental profiles of self-regulation. Advanced quantitative methods, including person-centred approaches such as latent profile analysis, will be used to characterise heterogeneity in developmental trajectories and examine how these profiles are shaped by early adversity and predict later cognitive and educational outcomes. There is scope for the student to further develop the analytical approach within this framework.
A complementary qualitative component will explore how early self-regulation difficulties are understood and managed by parents and early years practitioners, including health visitors and early years professionals. This will provide contextual insight into how developmental differences are recognised, interpreted, and supported in real-world settings.
Together, these approaches aim to provide an integrated account of early developmental pathways and their implications for school readiness.
The project is designed with strong applied relevance, with opportunities to contribute to policy-relevant outputs on early childhood systems and integrated support. There may also be opportunities to engage with wider initiatives in the science of learning, including UNESCO’s Science of Learning programme (https://www.unesco.org/en/quality-learning/science), subject to funding and alignment.
This is a 3-year funded PhD in the School of Biological and Behavioural Sciences, Queen Mary University of London.
Research Environment
The PhD will be based in the Centre for Brain and Behaviour within the School of Biological and Behavioural Sciences (SBBS) at Queen Mary University of London. SBBS is a leading UK research environment (REF 2014) with a strong interdisciplinary focus across biological and psychological sciences.
The student will join the Child Development Lab, which investigates early cognitive, attentional, behavioural, and neurodevelopmental processes, alongside the influence of environmental factors such as media and broader developmental contexts. The lab provides a collaborative and intellectually active environment with regular feedback and cross-project exchange.
The wider Psychology group offers a vibrant research culture with seminars, journal clubs, and workshops spanning developmental, cognitive, and clinical science. Queen Mary also provides extensive doctoral training in advanced statistical and methodological approaches, supporting progression to independent research.
The PhD follows a structured three-year programme with clear milestones, including presentations, posters, and symposia designed to develop strong scientific communication skills. The department has a strong completion record and a well-established supervisory and training framework.
The supervisory team brings complementary expertise in early cognitive development, exposure to adversity, applied policy engagement, and advanced quantitative modelling, offering strong interdisciplinary support.
Find out more about the School of Biological and Behavioural Sciences on our website.
Entry Requirements & Criteria
Applicants should hold, or expect to receive, a first or upper second-class honours degree and an MSc in Psychology, Developmental Science, Neuroscience, Education, or a closely related discipline.
Candidates without a MSc degree may be considered in exceptional cases if they hold a first-class undergraduate degree.
We are seeking candidates with a strong interest in early cognitive and socio-emotional development in the context of early adversity and inequality, and its implications for educational outcomes and school readiness.
Prior research experience is expected, ideally in developmental science or a related field. Experience with longitudinal data analysis, qualitative methods, or work with children and families would be advantageous but is not required.
Successful candidates will demonstrate intellectual curiosity, independence, strong communication skills, and enthusiasm for interdisciplinary research combining quantitative and qualitative approaches.
Find out more about our entry requirements here.
Applicants from outside of the UK are required to provide evidence of their English language ability. Details can be found on our English Language requirements page.
How to Apply
Formal applications must be submitted through our online form by the stated deadline for consideration
Applicants are required to submit the following documents:
- Your CV
- A Personal Statement, including:
- Previous experience relevant to the project
- Your motivations for pursuing this position
- Your career aspirations
- Any further information you think is relevant to the application
- References
- Copies of academic transcripts and degree certificates
Find out more about the Application Process on our SBBS website.
Informal enquiries about the project can be sent to Dr Bosiljka Milosavljevic at b.milosavljevic@qmul.ac.uk
Admissions-related queries can be sent to sbbs-pgadmissions@qmul.ac.uk.
The School of Biological and Behavioural Sciences is committed to promoting diversity in science; we have been awarded an Athena Swan Silver Award. We positively welcome applications from underrepresented groups.
See Also