Abstract
OVERVIEW OF PORTFOLIO
This thesis explores how young British Muslims experience and navigate Islamophobia
within educational and mental health settings. Together, Parts A and B examine how
institutional practices shape experiences of Islamophobia and consider implications for more
equitable, faith-sensitive practice.
Part A presents a narrative inquiry exploring young British Muslims’ experiences of Child
and Adolescent Mental Health Services (CAMHS). Five participants aged 18-25 shared their
experiences through in-depth interviews, from which four core themes were developed:
Stigma to Support, A Stranger in the System, The Illusion of Inclusion, and Reclaiming Faith.
Participants described perceived gaps in the cultural and religious responsiveness of
CAMHS, including limited recognition of the role of faith within care. The findings suggest
that faith-sensitive approaches may contribute to more equitable mental health provision for
young British Muslims.
Part B presents a systematic review synthesising six qualitative studies exploring Muslim
students’ experiences of Islamophobia within UK higher education. Six analytical themes
were generated through thematic synthesis: Always Being Watched, It’s Not Safe to Speak,
You Can’t Be Too Muslim, They Hold the Keys, It Takes a Toll and Finding Our Own Space.
Collectively, these themes suggest that experiences of surveillance, silencing, and
discrimination may affect Muslim students’ academic engagement, sense of belonging, and
psychological wellbeing.
Part C contains a summary of the clinical practice experiences and assessments completed
throughout the doctoral programme.