The Catholic restoration in England (1553-1558), led by Queen Mary Tudor and Cardinal Reginald Pole, has largely been regarded as violent and reactionary. However, recent studies suggest it involved constructive elements, particularly in clerical education, emphasising preaching over persecution. Pole, who was granted significant ecclesiastical authority, used his extensive network to advance reforms and appointed like-minded scholars to universities and church positions. This doctoral thesis examines the social network behind these reforms, using historical network analysis to understand how relationships shaped educational policies under Pole, Stephen Gardiner, and Mary Tudor.