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Associate Professor and Educational and Developmental Psychologist
Dr Kelly-Ann Allen
Click here for a full list of publications
Books
Allen, K. A., Fleer, M., & McKinley, L. (2025)
UK: Routledge
ISBN: 9781032465791
Fostering a sense of belonging in early childhood is crucial for the development and wellbeing of young children. This practical resource is for use with children aged 4-8 to help build strong connections and a sense of belonging. Through the practice of mindfulness, children are encouraged to pause and fully engage with the place and moment they are in.
Based on the Conceptual PlayWorld, an evidence-based model of intentional teaching developed by Professor Marilyn Fleer, this book includes a range of research-informed activities. Each chapter provides educators with a Conceptual PlayWorld to implement which will engage children in practical scenarios and problem-solving activities rooted in play. They address different aspects of belonging at home and in school settings, aiming to foster empathy, inclusion, and community in young learners. The narratives are crafted around two foundational storybooks, Mia Belongs Here and School is Where We All Belong, enhancing the connection between storytelling and experiential learning.
In a world of increasing rates of loneliness, disconnection and social isolation, opportunities to encourage a sense of belonging in children have never been more needed. This unique educational resource will help teachers, practitioners and parents empower children to thrive academically, socially and emotionally.
Wagner, M., & Allen, K. A. (2025)
UK: Routledge
ISBN: 9781032465760
Mia Belongs Here is a beautifully illustrated story book introducing five characters: Mia, Ying, Zainab, Dom and Willow. Each character shows how they know they belong through their different senses, be it hearing dogs charging down the hallway, smelling a sister’s incense candles or tasting fresh tomatoes from the garden.
With its engaging illustrations and narrative, children are encouraged to mindfully think of the sounds, smells, tastes, sights and sensations that make them feel like they belong, sharing the message that belonging is largely experiential and special to each person.
Belonging is a fundamental building block in the wellbeing of children. In a world of increasing rates of loneliness, disconnection and social isolation, opportunities to encourage a feeling of belonging in children have never been more vital. This story provides a unique opportunity for children to practice mindfulness, to pause and fully engage with the place and moment they’re in. By focusing on their senses during the fun, interactive moments, this book promotes a greater sense of belonging in children.
Allen, K. A., & Wagner, M. (2025)
UK: Routledge
ISBN: 9781032465777
School is Where We All Belong is a beautifully illustrated story book that helps to develop a sense of belonging in children, particularly at school. It narrates the different ways by which five characters identify their feelings of belonging to school through the five senses (hearing, touch, smell, taste and sight).
With its engaging illustrations and narrative, children are encouraged to share their own experiences at the end of each character’s story which allow them to develop a better sense of school belonging, sharing the message that belonging is largely experiential and special to each person.
School belonging is an important ingredient for many positive outcomes for student learning and wellbeing. This story provides a unique opportunity for children to practice mindfulness, to pause and fully engage with the place and moment they’re in. By focusing on their senses during the fun, interactive moments, this deceptively simple book promotes a greater sense of belonging in.
Fleer, M., Allen, K. A., Clerc-Gregory, A., Disney, L., Li, L., McKinley, L., Quinones, G., Rai, P., Scull, J., & Suryani, A. (2024)
UK: Monash University
This textbook focuses on play and learning through Fleer's Conceptual PlayWorld. This evidence informed model helps teachers to plan innovative practices relevant for a range of discipline concepts.
The teachers and children after reading/hearing a children’s book or nursery rhyme or fairytale jump into the story as characters from the book/story, go on adventures, meet challenges that they solve and return to the real world enriched, and excited to go back in for another adventure (potentially bringing with them things they have learned to enrich their play).
Kelly-Ann Allen, Madeleine Griffith (2023)
UK: Routledge
ISBN: 9781032073682 (Paperback)
The Lonely Little Cactus is a children’s picture story book about a cactus that feels lonely living in the desert. Through a series of colourful interactions with desert dwellers, the little cactus learns strategies to cope with feelings of loneliness.
Both entertaining and educational, the story book is aimed at children aged 4-8 years old and spreads the message that loneliness is a common emotion that is manageable and can be overcome. It teaches children an array of coping strategies and encourages them to try various approaches to managing a difficult situation to find the strategies that best work for them.
Offering a unique opportunity for children to learn about psychological strategies while being engaged in a beautiful narrative and visually captivating illustrations, this is the ideal resource for educators, support staff, practitioners and parents looking to help children understand and manage their feelings.
Kelly-Ann Allen, Marilyn Fleer, Lara McKinley (2023)
UK: Routledge
ISBN: 9781032073651 (Paperback)
For effective use, this book should be purchased alongside the story book, The Lonely Little Cactus: A Story About Friendship, Coping, and Belonging. Both books can be purchased together as a set, Building Conceptual PlayWorlds for Wellbeing: The Lonely Little Cactus Story Book and Accompanying Resource Book.
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This vital resource uses the evidence-driven Conceptual PlayWorlds model of intentional teaching developed by Professor Marilyn Fleer to provide supporting classroom- or home-based activities to help children aged between 4 and 8 solve challenges and learn wellbeing concepts through play.
Intended for use with the accompanying picture story book, The Lonely Little Cactus, a tale about a cactus that feels lonely living in the desert, this guide offers imagery-rich scenarios, including 20 unique activities so children have an opportunity to experientially grasp wellbeing concepts that can be otherwise difficult to explain. This resource guides educators through a range of wellbeing activities including:
• Identifying feelings
• Coping (social support, problem solving, and self-regulation)
• Friendships (relationship building, working together, time with friends, social skills)
• Positive emotions (happiness, joy, doing something you love, enjoyment, fun)
• Relaxation strategies
• Belonging and inclusion (working together, collaboration, joining in play, including others).
Offering a unique opportunity for children to learn about psychological strategies while being engaged in a beautiful narrative and visually captivating illustrations, this is the ideal resource for educators, support staff, practitioners and parents looking to help children understand and manage their feelings.
Kelly-Ann Allen, Chelsea Hyde, Emily Berger, Joe Coyne, Simone Gindidis, Camelia Wilkinson, Zoe A. Morris, Gerald Wurf (2023)
UK: Routledge
ISBN: 9781032362489 (Paperback)
ISBN: 9781032362496 (Hardback)
ISBN: 9781003330974 (eBook)
Written in a clear and accessible style, this book presents a wealth of practical information to guide the next generation of educational and developmental psychologists in Australia and New Zealand in pursuing a career in the field.
There are over 800 educational and developmental psychologists in Australia, and over 200 educational psy-chologists in New Zealand, who represent a diverse workforce. Pathways to becoming an educational and developmental psychologist have seen rapid shifts with updated key competencies that prospective educa-tional and developmental psychologists need to be aware of. This book gives the reader a comprehensive un-derstanding of what makes an educational and developmental psychologist and outlines seven steps required to become an endorsed educational and developmental psychologist. Specifically, it offers guidance on un-derstanding the role and its history, tertiary study requirements, registration requirements, professional com-petencies, skills and attributes needed, work experience, professional associations and member groups, en-dorsement and supervision requirements, finding work, and starting work. With a primary focus on Australia, each chapter also features a section on the career in New Zealand, with a variety of psychologists sharing their expertise and reflections from their experiences in New Zealand.
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This resource is essential reading for students, provisional psychologists, and practising psychologists. At the same time, it provides insights for other educational and health professionals who may work multi-, inter-, or transdisciplinary with educational and developmental psychologists.
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.
Christopher Boyle, Kelly-Ann Allen (2022)
Singapore: Springer
ISBN: 9789811659072 (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.
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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.
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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?
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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.
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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.
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.
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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