In my doctoral research, I examine the policy framework, practical implementation and effectiveness of inclusive school leadership in Hungary. Using a three-phase mixed-methods design (document analysis, a national questionnaire survey, interviews and focus groups), the study maps the inclusive leadership competences of Hungarian school leaders and how these relate to leadership style and institutional culture. I also examine whether the European SISL self-assessment tool can be applied in the Hungarian context. The aim is to develop a complex inclusive school development model and practical guidelines for school leaders that also support teachers and students with special educational needs and learning, behavioural or integration difficulties.

As a member of a health sciences and educational research group, I work on mapping the domains of ADHD. The study uses structured interviews in a cross-sectional and longitudinal design, with data collected at a paediatric ADHD outpatient clinic. The aim is to gain a more nuanced understanding of ADHD symptom domains and to apply the findings in supporting children with attention difficulties at school.

I compare digital and paper-based assessment of cognitive and mathematical abilities in preschool children. I examine how the testing mode relates to children’s performance patterns, and what role parental education and digital socialisation play in this. The research is linked to the DPV digital assessment system and supports the early, preventive identification of learning difficulties, particularly in mathematics.