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Maggie Green

Lecturer in Education (Primary)


01 661 0168

Block B, Merrion Centre, Merrion Road, Dublin


BBS with German
PGSEN (autism)
MSc in Computing by Research


School of Education


Maggie is a Lecturer in Primary Education in the School of Education at Hibernia College. Previously, Maggie worked as a primary school teacher and has over twenty years’ experience in the classroom, working in mainstream, resource, learning support, SET and special classes. Maggie was a PDST Technology Tutor for many years and was also on secondment as an advisor for the NCSE, supporting schools in the area of autism. Maggie has worked as adjunct faculty with Hibernia College since 2014 as a Maths Tutor and as a Research Supervisor and has also worked part-time as a lecturer with ATU Donegal. Maggie initially completed a Diploma in European Business with German and Russian and also holds a Bachelor of Business (BBs) with German from Letterkenny Institute of Technology (now ATU Donegal). After completing her BBs, Maggie completed a Higher Diploma in Arts in Primary Education through Hibernia College, followed by a Postgraduate Diploma in SENs (Autism) at St Angela’s College, Sligo and a Master of Arts in Teaching and Learning at Hibernia College. After this, Maggie completed an MSc in Computing by Research at ATU Donegal. Maggie is currently a doctoral candidate at DCU and was the recipient of the John Smith Doctoral Scholarship award in 2022. Her research focuses on the school experiences of non-binary and trans students with autism in the Irish education system.

Research Interests

Maggie’s research interests include the school experiences of students with autism, the transition from primary to post-primary education for students with autism, the use of gaming to support learning, the intersectionality of autism and gender, the school experiences of non-binary and trans students with autism, student voice, and teacher efficacy in relation to supporting non-binary and trans students with autism.


Green, M. (2022) ‘A critical interrogation of the special education teacher allocation model within the context of leadership and teacher professional learning’, REACH Journal of Inclusive Education in Ireland, 35(2), pp.130–145.