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Preview	Issue Date	Title	Author(s)
	2023	School belonging as an essential component of positive psychology in schools	Allen, K.A.; Boyle, C.; Wong, D.; Johnson, R.; May, F.; Burke, J.; Giraldez-Hayes, A.
	2022	Coming Together: A Comprehensive Overview of the Transdisciplinary Perspectives of School Belonging	Allen, K.-A.; Riley, K.; Gowing, A.; Lim, M.; Boyle, C.; Vota, R.; Richardson, M.; Wolfe, M.; Cruwys, T.; Stevens, M.; Leif, E.; Marwan, S.; van Der Zwan, R.; Ammermann, M.; Allen, K.-A.; Furlong, M.J.; Vella-Broderick, D.; Suldo, S.M.
	2022	A predictive study between anxiety and fear of COVID-19 with psychological behavior response: The mediation role of perceived stress	Nia, H.S.; She, L.; Kaur, H.; Boyle, C.; Fomani, F.K.; Kohestani, D.; Rahmatpour, P.
	2022	Identifying and supporting children with learning	Linzarini, A.; Budgen, S.; Merkley, R.; Gaab, N.R.; Siegel, L.; Aldersey, H.; Anderson, J.; Araya, B.M.; Barnes, M.A.; Boyle, C.; et al.,; Duraiappah, A.K.; van Atteveldt, N.M.; Borst, G.; Bugden, S.; Ergas, O.; Gilead, T.; Gupta, L.; Mercier, J.; Pugh, K.; Singh, N.C.; Vickers, E.A.
	2022	Pacific inclusive education model: addressing dichotomies to ensure positive outcomes	Page, A.; Vira, A.; Ledger, S.; Mosen, J.; Anderson, J.; Charteris, J.; Boyle, C.
	2022	Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis	Boyle, C.; Costello, S.; Anderson, J.; Collett, K.; Page, A.; Allen, K.-A.
	2022	Impact of COVID-19 on Virtual Guitar Communities	Lee, D.A.
	2022	How lesson study is used in initial teacher education: An international review of literature	Baumfield, V.; Bethel, A.; Boyle, C.; Katine, W.; Knowler, H.; Koutsouris, G.; Norwich, B.
	2022	Helping Those that Don’t Fit: Impacts, Causes, and Solutions for Students Who Don’t Feel Like They Belong at School	Allen, K.-A.; Boyle, C.; Kern, M.L.; Wong, D.; McCahey, A.; Holliman, A.J.; Sheehy, K.
	2022	Transforming Teaching: Wellbeing and Professional Practice	White, M.; McCallum, F.
	2022	Parent/carer views on support for children's school non‐attendance: 'How can they support you when they are the ones who report you?'	Lissack, K.; Boyle, C.
	2022	School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes	Allen, K.-A.; Boyle, C.; Reschly, A.L.; Christenson, S.
	2022	Collective wellbeing and posttraumatic growth during COVID-19: how positive psychology can help families, schools, workplaces and marginalized communities	Waters, L.; Cameron, K.; Katherine Nelson-Coffey, S.; Crone, D.L.; Kern, M.; Lomas, T.; Oades, L.; Owens, R.L.; Pawelski, J.O.; Rashid, T.; Warren, M.A.; White, M.; Williams, P.
	2021	A decade of positive education and implications for initial teacher education: A narrative review	White, M.
	2021	Family influence on refugee youth education and employment aspirations and choices	Ziaian, T.; Puvimanasinghe, T.; Miller, E.; de Anstiss, H.; Esterman, A.; Dollard, M.; Afsharian, A.
	2021	Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles	Rigney, L.I.; Kelly, S.
	2021	Positive professional practice: A strength-based reflective practice teaching model	White, M.A.; Kern, M.; Wehmeyer, D.M.
	2021	‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk	Baak, M.; Stahl, G.; Schulz, S.; Adams, B.
	2021	STEM Education: How much Integration is Enough?	G. Barclay, T.; Bentley, B.
	2021	The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review	Stentiford, L.; Koutsouris, G.; Boyle, C.; Jindal‐Snape, D.; Salazar Rivera, J.; Benham‐Clarke, S.