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Bullies, victims, and meanies: the role of child and classmate social and emotional competencies

Social psychology of education, 2022-02, Vol.25 (1), p.293-312

2022

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Exploring restorative practices: Teachers' experiences with early adolescents

International journal of educational research open, 2024-06, Vol.6, p.100323, Article 100323

2024

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Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone

Childhood (Copenhagen, Denmark), 2021-05, Vol.28 (2), p.262-278

2021

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Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice

International journal of qualitative methods, 2024-09, Vol.23

2024

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Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone

Journal of happiness studies, 2022-04, Vol.23 (4), p.1433-1467

2022

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Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students

Online learning (Newburyport, Mass.), 2023-06, Vol.27 (2)

2023

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How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood

Education sciences, 2023-09, Vol.13 (10), p.994

2023

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UPDATED PROTOCOL: Universal School-Based Programmes for Improving Social and Emotional Outcomes in Children Aged 3-11 Years: An Evidence and Gap Map

Campbell Systematic Reviews, 2023-09, Vol.19 (3), p.e1346-n/a

2023

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Protocol for a Systematic Review: Interventions to Improve Mathematics Achievement in Primary School-Aged Children--A Systematic Review

Campbell systematic review, 2018-01, Vol.14 (1), p.1-26

2018

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Protocol for a Systematic Review: Universal School-Based Programmes for Improving Social and Emotional Outcomes in Children Aged 3-11 Years--A Systematic Review and Meta-Analysis

Campbell systematic review, 2018-01, Vol.14 (1), p.1-39

2018

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Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland

Journal of applied developmental psychology, 2024-05, Vol.92, p.101653, Article 101653

2024

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A cluster randomised controlled trial and evaluation and cost-effectiveness analysis of the Roots of Empathy schools-based programme for improving social and emotional well-being outcomes among 8- to 9-year-olds in Northern Ireland

Public health research (Southampton, England), 2018-03, Vol.6 (4), p.1-108

2018

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Family-school connectivity during transition to primary school

Educational research (Windsor), 2022-07, Vol.64 (3), p.277-294

2022

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The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland

Children and youth services review, 2020-01, Vol.108, p.104619, Article 104619

2020

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Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Children & society, 2023-01, Vol.37 (1), p.235-253

2023

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Power, agency and children's time use in rural Sierra Leone

Children's geographies, 2022-11, Vol.20 (6), p.889-902

2022

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Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Compare, 2023-01, Vol.53 (1), p.19-36

2023

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Digital poverty in a country that is digitally powerful: some insights into leadership of girls' schooling in India under Covid-19 restrictions

Asia Pacific journal of education, 2022-01, Vol.42 (sup1), p.34-51

2022

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The social acceptance of neurodiverse children in Irish primary schools

International journal of inclusive education, 2023-04, Vol.ahead-of-print (ahead-of-print), p.1-17

2023

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Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge

International journal of research & method in education, 2024-04, p.1-11

2024

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Picturing safety and danger: Children's perspectives in rural Sierra Leone

Children & society, 2023-05, Vol.37 (3), p.906-924

2023

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“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

Health education (Bradford, West Yorkshire, England), 2024-04, Vol.124 (1/2), p.49-62

2024

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Anatomy of an educational change: The safe learning model, Sierra Leone

Journal of educational change, 2023-09, Vol.24 (3), p.631-657

2023

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Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic

British journal of sociology of education, 2023-04, Vol.44 (3), p.452-466

2023

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Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective

Cambridge journal of education, 2020-09, Vol.50 (5), p.579-595

2020

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Bullies, victims, and meanies: the role of child and classmate social and emotional competencies

Exploring restorative practices: Teachers' experiences with early adolescents

Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone

Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice

Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone

Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students

How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood

UPDATED PROTOCOL: Universal School-Based Programmes for Improving Social and Emotional Outcomes in Children Aged 3-11 Years: An Evidence and Gap Map

Protocol for a Systematic Review: Interventions to Improve Mathematics Achievement in Primary School-Aged Children--A Systematic Review

Protocol for a Systematic Review: Universal School-Based Programmes for Improving Social and Emotional Outcomes in Children Aged 3-11 Years--A Systematic Review and Meta-Analysis

Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland

A cluster randomised controlled trial and evaluation and cost-effectiveness analysis of the Roots of Empathy schools-based programme for improving social and emotional well-being outcomes among 8- to 9-year-olds in Northern Ireland

Family-school connectivity during transition to primary school

The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Power, agency and children's time use in rural Sierra Leone

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Digital poverty in a country that is digitally powerful: some insights into leadership of girls' schooling in India under Covid-19 restrictions

The social acceptance of neurodiverse children in Irish primary schools

Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge

Picturing safety and danger: Children's perspectives in rural Sierra Leone

“What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling

Anatomy of an educational change: The safe learning model, Sierra Leone

Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic

Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective

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