Paulet has completed her PhD at University College London (UCL). Her study explores a school-based initiative that aimed to raise standards of literacy through the introduction of an adapted curriculum. It not only reflects on the School's concerns but also those relating to standards of literacy nationally. It forms part of a case study on the evaluation of the impact of A Literacy Support Initiative (LSI), a project which targeted a sample of secondary aged pupils whose attainment on entry to year seven was significantly below that of pupils of their age and well below the nationally expected level four. As such these pupils were at risk of academic failure. An illuminative evaluation and a phenomenographic approach will be used to describe, analyse and understand the ways in which the participants experience aspects of the LSI.
Paulet's current research now focuses on Student engagement, progression and retention in Higher Education. She is also exploring the need to create a community of learners in an active learning environment to support students as we emerge from the pandemic. Both of these areas emerged from her PhD studies that underpin students transitioning to Higher Education and the additional support needed to support students as they navigate through their new environment.
Paulet leads the SMILES project in the School of Education: Collaborative Learning and Development, with students as partners - co-constructing and supporting the learner experience using peer-led mentoring. The project provides peer to peer support for Level 3,4, 5 and 6 learners in the School of Education and Communities to address the degree gap and student attrition issues faced especially in the first year when students join the university at level 4.
The student-centred project aims to build on the success of SMILES, a previous OFS (Office for Students) administered, and Access and Participation funded project, aiming to consider the outcomes, assessment, collation, and evaluation of all the various impact factors, that contribute, and impact on student attainment and outcomes, for example, attendance, access, engagement, and continuous progress and learning outcomes, as well as employability. In addition, the project builds on and aligns with the University's Vision 2028 Mental Wealth and Professional Fitness Programme by ensuring mentees and mentors are ready for the graduate workplace and enhance their employability.