Citations (25)
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Gloria A. Koh, Helen Askell-Williams & Shyam Barr. (2023) Sustaining school improvement initiatives: advice from educational leaders. School Effectiveness and School Improvement 34:3, pages 298-330.
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Alice Wignall, C. Kelly & P. Grace. (2022) How are whole-school mental health programmes evaluated? A systematic literature review. Pastoral Care in Education 40:2, pages 217-237.
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Sarah Seleznyov, Sui Lin Goei & Melanie Ehren. (2021) International policy borrowing and the case of Japanese Lesson Study: culture and its impact on implementation and adaptation. Professional Development in Education 0:0, pages 1-15.
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Gary Winship. (2021) The evolution of mental health in schools: where from, where next?. Cambridge Journal of Education 51:5, pages 589-606.
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Clare Rawdin. (2021) Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools. Educational Review 73:3, pages 279-296.
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Michael Waite & Cathy Atkinson. (2021) A review of mental health and wellbeing measures for universal secondary school screening. Emotional and Behavioural Difficulties 26:2, pages 206-222.
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Helen Askell-Williams & Gloria A. Koh. (2020) Enhancing the sustainability of school improvement initiatives. School Effectiveness and School Improvement 31:4, pages 660-678.
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Clare Rawdin. (2019) Critical realism with a ‘small-c’: using domain theory to conceptualize therapeutic education. Journal of Critical Realism 18:2, pages 123-141.
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Halis Sakız. (2017) Impact of an inclusive programme on achievement, attendance and perceptions towards the school climate and social-emotional adaptation among students with disabilities. Educational Psychology 37:5, pages 611-631.
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K. Ecclestone & C. Rawdin. (2016) Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings. Cambridge Journal of Education 46:3, pages 377-393.
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Joanne Mueller, Margie M. Callanan & Kathryn Greenwood. (2016) Communications to children about mental illness and their role in stigma development: an integrative review. Journal of Mental Health 25:1, pages 62-70.
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Hayley Anthony & Louise A. McLean. (2015) Promoting mental health at school: short-term effectiveness of a popular school-based resiliency programme. Advances in School Mental Health Promotion 8:4, pages 199-215.
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Andy Keay, Jane Lang & Norah Frederickson. (2015) Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice 31:3, pages 279-292.
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Articles from other publishers (12)
Lluís Forcadell-Díez, Mar Bosch-Arís, Verónica Espinel-Flores, Daniel G. Abiétar, Vanessa Puig-Barrachina, Olga Juárez Martínez & Glòria Pérez. (2023) Evaluación de la formación a profesorado para promover relaciones saludables y equitativas: ¿transformar o reproducir?. Gaceta Sanitaria 37, pages 102338.
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Amanda Denston, Rachel Martin, Letitia Hochstrasser Fickel & Veronica O’Toole. (2022) Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing. New Zealand Journal of Educational Studies 57:2, pages 385-406.
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Ariadna Martínez-García. (2022) Contributions of universal school-based mental health promotion to the wellbeing of adolescents and preadolescents: a systematic review of educational interventions. Health Education 122:5, pages 564-583.
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Frode Restad. (2021) Exploring the problems and potential of curriculum‐making for social learning: Implications for policy and practice. The Curriculum Journal 32:4, pages 688-703.
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Charlotte Louise Bagnall, Yvonne Skipper & Claire Louise Fox. (2019) ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology 90:1, pages 206-226.
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Helen Street. 2017. Social and Emotional Learning in Australia and the Asia-Pacific. Social and Emotional Learning in Australia and the Asia-Pacific
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Praveetha Patalay, Daniel Hayes, Jessica Deighton & Miranda Wolpert. (2015) A Comparison of Paper and Computer Administered Strengths and Difficulties Questionnaire. Journal of Psychopathology and Behavioral Assessment 38:2, pages 242-250.
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Robin Banerjee, Katherine Weare & William Farr. (2014) Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal 40:4, pages 718-742.
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Ann Lendrum, Neil Humphrey & Michael Wigelsworth. (2012)
Social and emotional aspects of learning (
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Michael Wigelsworth, Neil Humphrey & Ann Lendrum. (2012) Evaluation of a School-wide Preventive Intervention for Adolescents: The Secondary Social and Emotional Aspects of Learning (SEAL) Programme. School Mental Health 5:2, pages 96-109.
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