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Kelly-Ann Allen, Shane R. Jimerson, Daniel S. Quintana, Lara McKinley (2022)

UK: Routledge
ISBN: 9781032056142 (Paperback)
ISBN: 9781032056159 (Hardback)

Are you an academic who struggles to know what to post on social media and how to disseminate your research effectively on different social media platforms?

Social media serves as a powerful communication tool, yet while most academics are aware of the benefits of social media, many are unaware of what to post, and how to do it in a way that is authentic, engaging, and above all, comfortable! This user-friendly practical guide is designed for all academics who aim to engage in social media platforms in an effective and productive way. The book explains how academics can build their brand, develop networks, and disseminate their research. It includes 365 useful post prompts applicable to all mainstream social media platforms which help guide academics on what to post on the platforms they choose to engage with.

This book is designed for all academics at all levels and can be applied across various social media platforms including Facebook, Linkedin, Twitter, and Instagram.

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Christopher Boyle, Kelly-Ann Allen (2022)
Singapore: Springer

ISBN: 978-981-16-5907-2 (Hardback)

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues.

Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools.
This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding.

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Kelly-Ann Allen, Michael J. Furlong, Dianne Vella-Brodrick, Shannon M. Suldo (2022)

UK: Routledge
ISBN: 9780367855864 (Paperback)
ISBN: 9780367420826 (Hardback)
ISBN: 9781003013778 (E-book)

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning. The third edition of this groundbreaking volume assembles the latest global research identifying fundamental assets—hope, optimism, gratitude, self-efficacy, emotional regulation, among others—that support students’ learning and well-being. Chapters examining social-ecological perspectives on classroom quality and school climate provide best practice guidance on schoolwide policies and practices. These 35 new chapters explore positive psychology’s ongoing influence and advances on prevention, intervention, and assessment practices in schools.

Building Better
Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders


Allen, K., Reupert A., & Oades, L (2021)

UK: Routledge
ISBN: 9780367458898 (Paperback)
ISBN: 9780367458874 (Hardback)

This book is open access,
Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.

The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by and experts. Each policy is based on substantial evidence and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy and not all school leaders have the required skills, time or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research to practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community. 
This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research-evidence in their day-to-day practices.

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Allen, K.  (2020)
UK: Routledge

ISBN: 9780367347529 (Paperback)
ISBN: 9780367347536 (Hardback)
ISBN: 9780429327681 (E-book)


Can a sense of belonging increase life satisfaction? Why do we sometimes feel lonely? How can we sustain lasting human connections?

The Gold award winning book, The Psychology of Belonging explores why feeling like we belong is so important throughout our lives, from childhood to old age, irrespective of culture, race, or geography. With its virtues and shortcomings, belonging to groups such as families, social groups, schools, workplaces, and communities, is fundamental to our identity and wellbeing, even in a time where technology has changed the way we connect with each other.

In a world where loneliness and social isolation is on the rise, The Psychology of Belonging shows how meaningful connections can build a sense of belonging for all of us.


Allen, K. & Kern, P. (2019)

UK: Routledge
ISBN: 9781138305083 (Paperback)
ISBN: 9781138305106 (Hardback)
ISBN: 9780203729632 (E-book)

Designed for teachers, psychologists and counsellors, this book presents evidence-based strategies and concepts that help foster a sense of school belonging amongst students. Feeling a sense of school belonging has been linked to better mental health outcomes in adolescents, increased school performance and greater retention rates. Comprised of six modules that explore connecting to parents, teachers, friends, self, learning and help, it can be used in an individual or group context, and also as a therapeutic tool or a prevention tool. Each module has an introductory section outlining how the module may be adapted to different contexts to ensure young people connect with and stay at school.

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Allen, K. & Kern, M. L. (2017)

Singapore: Springer Social Sciences
ISBN: 9789811059957 (Paperback)
ISBN: 9789811059964 (E-book)

Free to download from most University Libraries.
This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings.

Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students’ sense of belonging by developing their qualities and by changing school systems and processes.

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Allen, K-A. & Boyle, C. (Eds.) (2018)

The Netherlands: BRILL | Sense
ISBN: 9789004386570 (Paperback)
SBN: 9789004386594 (Hardback)
ISBN: 9789004386969 (E-book)

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning.
This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling.
Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.


Frydenberg, E. Deans, J. & Allen, K. (2012)

London: Continuum
ISBN: 9789004386570 (Paperback)
SBN: 9789004386594 (Hardback)
ISBN: 9789004386969 (E-book)

This book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning, and will all contribute to: 

· improving all children's emotional health and creativity 
· developing resilience, particularly in periods of high stress such as transition          from preschool to school 
· increasing children's capacity to cooperate, respect and play with others 

The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination.

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