Catherine Langridge has a passion for equality and inclusion, which has led her to diversify from her mainstream teaching career and work with disadvantaged young people. She has experience working with individuals who have special educational needs, pronounced and multiple learning difficulties, and those who are outside of mainstream education. This includes young offenders in the justice system, individuals excluded from mainstream or pupil referral units, children in care, and those working through mental or physical illness. Her research interests lie in all aspects of social cohesion, social mobility, behavior, special educational needs and disabilities (SEND), inclusion, and equality. Catherine's Masters dissertation focused on the learning trajectories of non-traditional students. She has also presented at various conferences on topics such as children who are looked after, working in alternative settings, the trajectories of non-traditional students, using multi-sensory teaching and alternative assessments to support dyslexic learners, and utilizing technology to promote independent learning in mathematics, particularly for children with SEND.