Sophie Butler


Sophie Butler is a Research Assistant at DCU Anti-Bullying Centre and is working on the SNAW Erasmus project (Say No To Age Discrimination within the workplace) aimed at promoting age diversity, addressing the need for digital solutions to support workers promoting inclusion in the workforce funded by the European commission.

Equality, Access and inclusion are at the heart of Sophie’s ethos. Sophie is a part time lecturer under the School of Human Development and Policy and Practise delivering various psychology and advanced teaching practice modules. She is currently working directly with autistic children as an educational assistant and has a passion for creating a neuro affirmative, engaging, stimulating and fun learning experience for children. Sophie has vast clinical experience in which she worked as a radiology department assistant (SSC) in MRI working directly with patients, lead radiologists and radiographers (2019).

Sophie has a range of qualifications such as an MSc in psychology PSI accredited (2022) from DCU and a BSc in Education and training (2019). She is currently working on multiple projects involving autistic students in Higher Level education such as “..Fallen through the cracks..”: A Co-Produced Qualitative Exploration of Autistic Student Experiences at an Irish Higher Education Institution funded by the human rights commision and ASIAM Ireland (Publication 2024). Furthermore, she is a key author and part of the April 2024 launch of “Future Expectations: A qualitative research study exploring the perceptions and expectations of Autistic young adults Gheel services IMPACT Programme” funded by the Irish Human Rights and Equality Commission aiming to explore the perceptions and experiences of Autistic people of the challenges for them when seeking employment.

Research Areas

Research Interests include workplace ageism and bullying, cyberbullying of autistic students, Supporting neurological differences and diversity within the classroom and an active research agenda to help reduce educational barriers and increase support for students with additional needs and learning complexities.