Rate My Professor Marg Rogers

Dr Marg Rogers is an Associate Professor in Early Childhood Education and Course Coordinator for the Bachelor of Education (Early Childhood Teaching) in the School of Education, Faculty of Humanities, Arts, Social Sciences and Education at the University of New England. She has taught extensively across early childhood, primary, secondary, and tertiary education sectors. Her academic qualifications include a Doctor of Philosophy, Masters in Learning Innovation (Early Childhood), Graduate Certificate of Language Education (ESL), Graduate Diploma of Education (Music), and Bachelor of Creative Arts (Music). Additionally, she holds a Mental Health First Aid Certificate and is currently enrolled in Diplomas in Mental Health and Counselling. As a Postdoctoral Fellow at the Manna Institute, she contributes to place-based research enhancing mental health outcomes in regional, rural, and remote Australian communities.

Marg's research specializations encompass marginalised voices in families and education, with a focus on supporting the wellbeing of children and families from Defence, veteran, and first responder backgrounds, particularly in regional settings, alongside the professional experiences of early childhood educators. She leads the Child and Family Resilience Programs, collaborating with steering committees to co-create award-winning, evaluated, free online resources—including e-storybooks—tailored for educators, parents, and support workers. These resources, addressing parental deployment, moral injury, relocations, and complex PTSD, are being culturally adapted for Canadian and UK families in partnership with institutions like the Canadian Institute of Military Health Research and Kings Centre for Military Health Research. Furthermore, she spearheads an international comparative study on early childhood educators' working conditions in regulated environments across five countries. Key publications feature "Impacts of managerial systems on early educators’ job satisfaction in five countries" (Issues in Educational Research, 2024), "Early childhood educators’ understandings of quality in five countries: similarities and differences to policy" (European Early Childhood Education Research Journal, 2025), book chapters on neoliberal policies' impact on educators' identities, and contributions to edited volumes on post-COVID early childhood leadership. In 2022, she received the Joint Winner for 'Distinctive Work' award from the Council for Humanities, Arts and Social Sciences for the Early Childhood Defence Program book project. Her participatory research approach amplifies lived experiences, fostering impactful resources and influencing early childhood policy and practice globally.