All Outputs (9)

The impact of peer mentoring on students’ physical activity and mental health (2021)
Journal Article
Glazzard, J., Rose, A., & Ogilvie, P. (2021). The impact of peer mentoring on students’ physical activity and mental health. Journal of Public Mental Health, 20(2), 122-131. https://doi.org/10.1108/JPMH-10-2018-0073

Purpose: A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mente... Read More about The impact of peer mentoring on students’ physical activity and mental health.

‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate (2021)
Journal Article
Glazzard, J., & Stones, S. (2021). ‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate. International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2020.1829712

Headship (School Principal) is a challenging role within a complex and ever-changing policy climate. This article explores the factors which influence headteacher resilience and their mental health. Existing research focuses on teacher resilience but... Read More about ‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate.

A Whole School Approach to Wellbeing (2021)
Book Chapter
Glazzard, J. (2021). A Whole School Approach to Wellbeing. In S. Waters (Ed.), Cultures of Staff Wellbeing and Mental Health in Schools: Reflecting on Positive Case Studies (34-43). London: Open University Press

Teacher Wellbeing and Pupil Progress (2021)
Book Chapter
Glazzard, J. (2021). Teacher Wellbeing and Pupil Progress. In S. Waters (Ed.), Cultures of Staff Wellbeing and Mental Health in Schools: Reflecting on Positive Case Studies (25-33). London: Open University Press

Dyslexia (2021)
Book
Glazzard, J., & Stones, S. (Eds.). (2021). Dyslexia. London: IntechOpen. https://doi.org/10.5772/intechopen.91069

This book includes a variety of perspectives on dyslexia from different contexts. Chapters provide examples of empirical research; the outcomes of which have the potential to improve the experiences of individuals with dyslexia. The book emphasises t... Read More about Dyslexia.

Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools (2021)
Journal Article
Glazzard, J., & Stones, S. (2021). Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools. Frontiers in Sociology, 6, Article 613283. https://doi.org/10.3389/fsoc.2021.613283

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about differe... Read More about Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools.

“I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia (2021)
Journal Article
Jacobs, L., Collyer, E., Lawrence, C., & Glazzard, J. (2021). “I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia. Teaching and Teacher Education, 104, Article 103383. https://doi.org/10.1016/j.tate.2021.103383

Literature has explored the placement experiences of primary school trainee teachers with dyslexia but there is a scarcity of research on secondary school trainees or university-based experiences. This study examined the experiences of three primary... Read More about “I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia.

Evidence Based Primary Teaching (2021)
Book
Glazzard, J., & Stones, S. (2021). Evidence Based Primary Teaching. London: SAGE Publications

New teachers need to know that the strategies they are implementing are underpinned by robust research evidence. This book gives trainee teachers key knowledge, supports them to develop critical thinking skills, and helps them understand some of the... Read More about Evidence Based Primary Teaching.

Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far? (2021)
Journal Article
Glazzard, J., & Stones, S. (2021). Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far?. Frontiers in Education, 5, Article 607939. https://doi.org/10.3389/feduc.2020.607939

This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the men... Read More about Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far?.