All Outputs (6)

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., & Wolstenholme, J. M. (2023). Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action. Children & society, https://doi.org/10.1111/chso.12819

This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to ‘act’ on climate change and environmental degradation. Drawing upon methodological meta-re... Read More about Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action.

Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., Ngoc Nguyen, D. N., Pham, H. T., Pham, D. L., …Parsons, D. R. (2023). Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action. Journal of the British Academy, 11(S3), 69-117. https://doi.org/10.5871/JBA/011S3.069

This paper explores the lifeworlds of international youth involved in climate and/or environmental social action, narratives that have been largely absent from a literature that has tended to focus on ‘traditional’ youth activists located in the urba... Read More about Conversations on grief and hope: a collaborative autoethnographic account exploring the lifeworlds of international youth engaged with climate action.

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.

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?.

Towards an inclusive understanding of bullying: identifying conceptions and practice in the primary school workforce (2018)
Journal Article
Woolley, R. (2019). Towards an inclusive understanding of bullying: identifying conceptions and practice in the primary school workforce. Educational review, 71(6), 730-747. https://doi.org/10.1080/00131911.2018.1471666

Bullying is defined in a variety of ways in different contexts, and each individual school in England is required to develop its own working definition, parameters and policy. This paper explores a variety of definitions from government and third sec... Read More about Towards an inclusive understanding of bullying: identifying conceptions and practice in the primary school workforce.