Professor Beth Saggers
Faculty of Creative Industries, Education & Social Justice,
School of Education
Biography
My research focuses on maximizing the success of schooling experiences for diverse learners, their families and school communities. My research focuses on the use of qualitative and mixed methods methodologies to strengthen our understanding from a range of perspectives of inclusive practices for learners on the autism spectrum and learners with complex needs. My research focuses on strengthening student voice in research. I have been the research lead for a range of different research projects as part of the Autism CRC that have local, state, national and international impact in the field. My position as an academic was born from my strong belief and passion for lifelong learning as well as a hunger for knowledge for the “real world” to inform my professional practice and research. My research has a strong transdisciplinary and translational focus which is end-user driven with end-user outcomes.My career has focused on the development of knowledge and expertise in inclusive education principles and practices, specifically in the field of autism. My effective leadership in my teaching and learning, research activities work to meet current priorities of end-users within the field of education and allied fields. My academic leadership and authority in the field of autism is driven by the need for end-user driven research to develop evidence based inclusive educational practices to cater to the diversity on 21st century classrooms and support some of the more complex needs learners may experience in school environments.
Personal details
Positions
- Professor
Faculty of Creative Industries, Education & Social Justice,
School of Education
Keywords
Autism spectrum, Inclusive practices, challenging behaviours, behaviour support, social emotional competence, mental health, complex needs, sense of belonging, wellbeing, student voice
Research field
Specialist studies in education, Education systems
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2020
Qualifications
- PhD (University of Queensland)
- MEd (University of Queensland)
- BEd (Queensland University of Technology)
- Diploma of Teaching (Queensland University of Technology)
Professional memberships and associations
Member of Centre for Inclusive Education (C4IE) research group
Member of Centre for Child and Family Studies research group
Teaching
Cognizant of the need to develop highly skilled graduates; well suited to 21st century employment and careers and who can thrive and be resilient in changing and complex educational work environments; my professional knowledge and practice is driven by a focus on lifelong and authentic learning. Most importantly, my teaching is informed by the large body of subject knowledge acquired from more than 35 years of real-world experience and research with application to contemporary contexts. Much of this knowledge has been acquired through my leaderships and engagement with current and innovative transdisciplinary global research activities that informs my activities, teaching practices, content knowledge and values. My teaching therefore promotes the mobilisation of research knowledge and evidenced based practices to support the diverse learning needs of students using authentic, real life teaching methods and promote inclusive practices, and communities. This places the needs, experience and success of the students at the centre of the design and delivery of my teaching. Informed by social constructivism my teaching achieves this by implementing strategies to ensure subject matter is contextually fit and that the knowledge can be applied to the diversity of contexts and students work work in.
Current subjects taught as part of the Masters coursework:
EUN641: Multi-tiered systems of support
EUN642: Creating positive learning environments
Experience
My experience includes:
- Working with students on the autism spectrum
- Working with educators, parents, and professionals to support the needs of students on the autism spectrum across a range of age groups and contexts
- Working with students with challenging and complex needs
- Developing and supporting the implementation of inclusive practices the support the needs of the student and the context.
- Supporting social emotional wellbeing and positive mental health
- Promoting collaborative partnerships
- Supporting contextually fit teacher professional learning including rural and remote regions
Publications
- McLennan, H., Aberdein, R., Saggers, B. & Gillett-Swan, J. (2025). Autism Research, Autistic Co-Researchers, and PhD Projects: A Collaborative Autoethnography. The Australian Educational Researcher, 52(6), 4031–4053. https://eprints.qut.edu.au/259342
- Stone, B., Mills, K., Saggers, B., Blundell, C. & Friend, L. (2025). Multiplayer Gaming and Autism: Social Communication through Repetitive Behaviours. Journal of Research in Special Educational Needs, 25(4), 752–765. https://eprints.qut.edu.au/256475
- McLennan, H., Aberdein, R., Saggers, B. & Gillett-Swan, J. (2025). Neurodiversity: A scoping review of empirical research. Neurodiversity, 3. https://eprints.qut.edu.au/259349
- Shochet, I., Saggers, B., Carrington, S., Orr, J., Wurfl, A., Kelly, R. & Duncan, B. (2022). A School-Based Approach to Building Resilience and Mental Health Among Adolescents on the Autism Spectrum: A Longitudinal Mixed Methods Study. School Mental Health, 14(3), 753–775. https://eprints.qut.edu.au/227679
- Carrington, S., Saggers, B., Harper-Hill, K. & Whelan, M. (2021). Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools: Outcomes, Challenges and Impact. Routledge. https://eprints.qut.edu.au/208056
- Carrington, S., Saggers, B., Harper-Hill, K. & Whelan, M. (2021). Supporting Students on the Autism Spectrum in Inclusive Schools: A Practical Guide to Implementing Evidence-Based Approaches. Routledge. https://eprints.qut.edu.au/208057
- Shochet, I., Saggers, B., Carrington, S., Orr, J., Wurfl, A. & Duncan, B. (2019). A strength-focused parenting intervention may be a valuable augmentation to a depression prevention focus for adolescents with autism. Journal of Autism and Developmental Disorders, 49(5), 2080–2100. https://eprints.qut.edu.au/125281
- Stone, B., Mills, K. & Saggers, B. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. International Journal of Inclusive Education, 23(2), 209–228. https://eprints.qut.edu.au/115733
- Saggers, B., Tones, M., Dunne, J., Trembath, D., Bruck, S., Webster, A., Klug, D. & Wang, S. (2019). Promoting a collective voice from parents, educators and allied health professionals on the educational needs of students on the autism spectrum. Journal of Autism and Developmental Disorders, 49(9), 3845–3865. https://eprints.qut.edu.au/199461
- Saggers, B., (2017). Developing positive classroom environments: Strategies for nurturing adolescent learning. Allen & Unwin. https://eprints.qut.edu.au/114465
QUT ePrints
For more publications by Beth, explore their research in QUT ePrints (our digital repository).
Filter publications:
A complete list of publications is available at: https://www.qut.edu.au/about/our-people/academic-profiles/b.saggers
Awards
- Type
- Editorial Role
- Reference year
- 2020-2021
- Details
- Associate editor BMC Pediatrics 2020-2021
- Type
- Award or Prize
- Reference year
- 2017
- Details
- Autism CRC - Achievement Award in Autism Spectrum Research for Best Translation of Autism Research
- Type
- Nomination/Short Listed for an Award
- Reference year
- 2015
- Details
- Nominee for a QUT Research Supervision Award
- Type
- University Prize including VC Award
- Reference year
- 2015
- Details
- QUT. Vice Chancellor Award for Excellence - Professional Award
- Type
- Membership of Committee or Reference Group
- Reference year
- 2014-2021
- Details
- Research Chair for AEIOU Foundation for Children with Autism Research Innovation Committee 2014 -2021
- Type
- University Prize including VC Award
- Reference year
- 2011
- Details
- QUT. Vice-Chancellors Award for Excellence -Team award in the Learning and Teaching category for 2011 for Service Learning Program
Supervision
Current supervisions
- All About Me: Neurodivergent Children's Perspectives of Identity
PhD, Principal Supervisor
Other supervisors: Professor Jenna Gillett-Swan - Examination of the impact of constructionist supervision on student learning and reflexivity
PhD, Mentoring Supervisor
Other supervisors: Dr Meegan Brown - Exploring the right to contribute to knowledge: Inclusive education and research practices
PhD, Principal Supervisor
Other supervisors: Dr Bessie Stone - Integrated Early Years Aboriginal Family Support: A Strength-based Approach
PhD, Associate Supervisor
Other supervisors: Associate Professor Francis Bobongie-Harris, Dr Grace O'Brien - Integrated Outdoor Education Curriculum Programs: Exploring the impact on achievement and engagement of high school students
EdD, Principal Supervisor
Other supervisors: Associate Professor Brendan Moy - Mental health case management in Australian secondary schools: An exploratory case study of middle leader experiences
PhD, Principal Supervisor
Other supervisors: Dr Sasha Lynn - Parents, Children, Online Safety: Building Digital Resilience
PhD, Associate Supervisor
Other supervisors: Distinguished Professor Susan Danby, Emeritus Professor Kerryann Walsh - Policy, Power, and the Making of Early Childhood Work
PhD, Associate Supervisor
Other supervisors: Associate Professor Nerida Spina, Distinguished Professor Susan Danby - Promoting Community Awareness in Supporting the Communication of Young Indonesian Children: Female Perspectives
PhD, Principal Supervisor
Other supervisors: Dr Bessie Stone - Strengthening inter-professional collaboration between Teachers of the Deaf and Speech-Language Pathologists: Improving outcomes for Deaf and Hard of Hearing students
MPhil, Mentoring Supervisor
Other supervisors: Dr Haley Tancredi, Dr Jessica Korte
Completed supervisions (Doctorate)
- Australian Early Childhood Educators' Knowledge, Perceptions, and Teaching Strategies for Self-Determination in Autistic Students Enrolled in Inclusive Educational Settings (2026)
- Flexible Learning Environments: Affordances for Autistic Students (2026)
- Inclusion of Students with Autism in Vietnam: Multiple Stakeholders Perspectives (2025)
- Mandatory Reporting of Child Abuse and Neglect in Early Childhood Education: Measuring and Understanding Self-Efficacy, Collective Efficacy and Reporting Experiences (2025)
- Young autistic children using digital technology in the home (2024)
- Conceptualisations of wellbeing: Through the eyes of primary carers of autistic children (2023)
- Factors that Influence Teachers' Classroom Practices in Supporting Students on the Autism Spectrum in Mainstream Settings (2022)
- Co-Design Beyond Words with Minimally-Verbal Children on the Autism Spectrum (2021)
- Implementing a Tele-Classroom Consultation Approach in Rural and Remote Settings to Support a Community of Practice for Teachers Supporting Young Children on the Autism Spectrum and with Complex Needs in Mainstream Settings (2020)
- Challenging Mathematically Gifted Middle Years Students: A Mastery Learning Model (2019)
Completed supervisions (Masters by Research)
- The Evolution of Systemic Reform Initiatives for Student Mental Health and Wellbeing: An International Comparative Case-Study (2026)
- Exploring Experiences of Intersectional Neurodivergent (ND) Identity, Wellbeing and Belonging Through the Eyes of Autistic/ADHD (AuDHD) Australians (2025)
- Whole School Approach to Language Immersion Using Augmentative and Alternative Communication for Students with Multiple Disabilities and Complex Communication Needs (2020)
- Making Visible The Lived Experiences of Mothers of Children with Autism Spectrum Disorder (2019)
The supervisions listed above are only a selection.