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Associate Professor and Educational and Developmental Psychologist
Dr Kelly-Ann Allen
Chapters
Click here for a full list of publications
Allen, K. A., McGlinchey, C., Wong, D., Boyle, C., Lan, M. & Chan, T. (2023)
In C. Devaney & R. Crosse (Eds.), International perspectives on parenting support and parental participation in children and family services.
Routledge.
eBook ISBN: 9781003334248
This book provides an account of parenting support initiatives in children and family services from a number of jurisdictions, paying particular attention to their impact on both ‘hard’ and ‘soft’ outcomes for participants and to the inclusion of parents in the design and delivery of these supports.
By focusing on parents who are experiencing challenges outside of the normal day-to-day task of parenting and in receipt of formal support services, their perspectives on the experience of receiving these supports and the difference experienced by children and family members are analysed. Conceptually driven and reflecting the individual theories and frameworks that underpinned the parenting supports, the participatory processes and the research undertaken, this book includes case studies from Australia, Bulgaria, England, Italy, Ireland, Northern Ireland, Norway, Poland, Portugal, Scotland, Serbia and Spain. By highlighting the theoretical, conceptual and practical considerations required when supporting parents in an inclusive manner, it will be of interest to all scholars, students and practitioners working in the following areas: social work and social care, child development, child protection and social policy.
Allen, K. A., Walsh, L., Chan, T., McGlinchey, C., Wong, D., Lu, Y., & Keller, M. (2023)
In M. White., F. McCallum, & C. Boyle (Eds.). In M. A. White, F. McCallum, & C. Boyle (Eds.), New research and possibilities in wellbeing education (1st ed., pp. 341–369).
Springer Singapore.
ISBN: 9789819956081 (Hardcover)
eISBN: 9789819956098
This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.
Allen, K. A., Leahy, D., Patlamazoglou, L., Bristow, C., McGlinchey, C., & Boyle, C. (2023)
In M. K. Miller (Ed.), The social science of QAnon: A new social and political phenomenon
Cambridge University Press
ISBN: 9781009052061
QAnon has emerged as the defining conspiracy group of our times, and its far-right conspiracies are extraordinary for their breadth and extremity. Bringing together scholars from psychology, sociology, communications, and political science, this cutting-edge volume uses social science theory to investigate aspects of QAnon. Following an introduction to the 'who, what, and why' of QAnon, Part I focuses on the psychological characteristics of QAnon followers and the group's methods for recruiting and maintaining these followers. Part II includes chapters at the intersection of QAnon and society, arguing that society has constructed QAnon as a threat and the social need to belong motivates its followers. Part III discusses the role of communication in promoting and limiting QAnon support, while Part IV concludes by considering the future of QAnon. The Social Science of QAnon is vital reading for scholars and students across the social sciences, and for legal and policy professionals.
Allen, K. A., Leahy, D., Patlamazoglou, L., Bristow, C., McGlinchey, C., & Boyle, C. (2023)
In G. S. Lalli, A. Turner, & M. Rutland (Eds.), Food futures in education and society.
Routledge
eBook ISBN: 9781003294962
Today’s young people face a myriad of changes around how they connect, socialise, and come together with each other and with their families. Shifts in family working patterns, living arrangements, and technology have been blamed for rising rates of loneliness, mental health concerns, and other negative outcomes. While research is yet to pinpoint the exact outcomes of these socio-cultural shifts, what remains is a compelling and telling body of research around the importance of belonging and the role that food plays in meeting this fundamental human need particularly in school settings. A sense of belonging is defined as feeling like one is an integral part of their surrounding systems, including their family, friends, school, work environment, community, and physical places. The role of food in fostering a feeling of belonging has been well established but discrepantly discussed across various disciplines. Research also points to certain situations where food may also disrupt a student’s sense of belonging. This chapter seeks to narratively explore the importance of food for fostering a sense of belonging at school through several perspectives to create an interdisciplinary understanding. These perspectives represent a narrative synthesis of the literature exploring the importance of food, its implications for special populations as well as its relevance during times of crisis.
Allen, K. A., Grove, C., Butler-Henderson, K., Reupert, A., Longmuir, F., Finefter-Rosenbluh, I., Berger, E., Heffernan, A., Freeman, N. C., Kewalramani, S., Krebs, S., D’Souza, L., Mackie, G., Chapman, D., & Fleer, M. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 289-306).
Springer.
ISBN: 9789811659072
Higher education has been the first frontier for inclusion debate and discourse, yet when examining gender equity in this space, as one sphere of inclusion, it’s questionable whether it offers a place of inclusion itself. Traditionally, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women, which is exacerbated where there is an intersection with race, culture, religion, or age. Women continue to be underrepresented in academia across various disciplines and this lack of representation in senior positions within the professional structure of higher education itself acts as a barrier to more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, to be truly inclusive of all, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes that hinder career progression, inclusion and cultural barriers that impede promotion and career progression. Research-based systemic, inclusive solutions are discussed that work towards improved gender equity for all women. The findings from this critical review highlight the need for systemic change globally in higher education to create equities that are inclusionary in the employment, career, and leadership opportunities for women.
Allen, K. A. & Boyle, C. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 309-313).
Springer.
ISBN: 9789811659072
This final chapter brings together the themes of the many contributions to this volume. The lived experience of a student placed in an inclusive environment is highlighted and the question as to whether an inclusive mainstream placement was of benefit. The chapter delves into the real issue of what inclusion actually means in a modern society and whether the debate has plateaued over the past 10 years. The real and genuine question is asked as to whether inclusive education can include separate specialist provision or is it an oxymoron that can never be joined.
Allen, K. A., Boyle, C., Sharma, U., Patlamazoglou, L., Pentaris, P., Grove, C., Yared, H., Berger, E., Gamble, N., Morris, Z. A., Finefter-Rosenbluh, I., Morgan, M., & May, F. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 271-288).
Springer.
ISBN: 9789811659072
This chapter intends to present a new and novel perspective on inclusion and argue that inclusion can never be truly achieved without the presence of belonging. Both belonging and inclusion are linked to positive academic outcomes and general well-being of students. Belonging is described as a subjective and dynamic feeling while the definition of inclusion varies among different discourses. The aim of this chapter is to discuss the role of belonging to inclusion particularly among marginalised populations and groups. It highlights the usefulness of assessing an individual’s belonging as a true measure for inclusion and its importance as a social and ethical obligation. This chapter further explains that belonging is a vital component to inclusion, equity, and diversity. The chapter concludes with a conceptual model that has implications for future discourse and research.
Boyle C., Allen, K. A., & Barrell, C. L. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 29-40).
Springer.
ISBN: 9789811659072
Social inclusion is an important philosophy that has been progressively adopted throughout the world in the last few decades. The definition of social inclusion has steadily widened over the years to include more situations and to mean more thorough inclusion (Thomas et al. 2005; Webster and Blatchford 2014). Its primary purpose is the complete inclusion of all individuals, regardless of race, age, ideas, beliefs and religion in all aspects. In the education realm, it relates to the involvement of every child in every school as well as the adults in each school. Previously, “special schools” were used primarily for children with disabilities; however, inclusion has led to the accommodation of children with disabilities in mainstream schools (McConkey et al. 2015; Subban and Sharma 2006). This chapter will discuss how inclusive education has become the desired practice for progressive schools. However, there remains confusion and debate as people and organisations attempt to implement these inclusive models.
Boyle, C., & Allen, K. A. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 1-9).
Springer.
ISBN: 9789811659072
Understanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.
Boyle, C., Costello, S., & Allen, K. A. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 41-50).
Springer.
ISBN: 9789811659072
For many people, the opportunity to access and engage in education is an expectation that is widely accepted. For people with disabilities and additional educational needs, such expectations have developed as a result of systemic change in the field of education over the current and past centuries. Inclusive practices, attitudes and approaches are continually evolving to meet current social pressures and needs. In fact, the United Nations 2030 Agenda for Sustainable Development (United Nations 2015). Transforming our world: The 2030 Agenda for Sustainable Development prioritises inclusive education. Teachers are responsible for implementing an inclusive approach to education, and research has focused on the attributes of successful inclusive teachers. Research has found that the attitudes of inservice and pre-service teachers have a considerable bearing on the implementation of inclusive practices, and yet it has been reported that only a minority of secondary teachers could be described as inclusive. Research studies have suggested that ongoing professional development for trained teachers and a greater emphasis on training for inclusive education for pre-service teachers would improve competencies and attitudes towards inclusive education. Secondary teachers and pre-service secondary teachers face unique challenges in implementing inclusive education, with a considerable emphasis placed on curriculum, performance and standardised results. It is not the purpose of this chapter to debate whether inclusion is beneficial for students with disabilities or additional support needs, although this debate exists in many places. Rather, the purpose of this chapter is to consider the development of inclusion as an evolving concept and to examine the impact of pre-service secondary teacher attitudes and training to implement inclusive practices in the mainstream classroom.
Craig, H., & Allen, K. A. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 65-77).
Springer.
ISBN: 9789811659072
Every young person has the right to access education and participate in school, regardless of psychiatric disability or mental health problems—as acknowledged by the United Nations’ Sustainable Development Goals. Social inclusion is achieved when both the aspects of objective participatory experiences and subjective feelings of acceptance and belonging are provided to an individual. This chapter will explore the impact of mental illness on social inclusion and argue that schools are poised to meet the needs of young people with mental health problems or serious mental illness in respect of ensuring an inclusive environment that fosters a sense of belonging.
Boyle C., & Allen, K. A., & Grembecki, J. (2023)
In C. Boyle & K. A. Allen (Eds.), Research for inclusive quality education: Leveraging belonging, inclusion and equity (pp. 13-27).
Springer.
ISBN: 9789811659072
Inclusion is a concept that has gained momentum across the world (Sharma et al. 2018). While inclusive practices are always evolving, there has been a slow but definite progression in the shift towards an inclusive future. In today’s inclusive climate more and more children with special educational needs (SEN) are entering the mainstream classroom in which teachers are expected to cater to their needs (Bentley-Williams et al. 2017). However, this may prove problematic if teachers hold negative attitudes towards the inclusion of these students. Teachers’ attitudes towards inclusion may influence their willingness to accommodate students with special educational needs in regular classrooms (Bentley-Williams et al. 2017). Additionally, negative teacher attitudes towards inclusion generally sustain substandard academic achievements and behaviours for students with special educational needs (Bradley 2009). Therefore, as the topic of inclusion opens for debate, teacher attitudes become of particular interest. In order to gain a solid understanding of the complex issues associated with inclusion it is essential to examine relevant policy and legislation changes, prevalence of students with special needs, inclusive benefits and concerns, pre and in-service teacher attitudes and pre and in-service teacher training programmes in special education.
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Allen, K. A., Boyle, C., Kern, M. L., Wong, D., & Cahey, A. (2022).
In A. Holliman & K. Sheehy (Eds.), Overcoming adversity in education. (pp. 114-125).
Routledge.
ISBN 9781032017785
Research shows that sizable minorities of adolescents around the globe report feeling isolated at school, with many school students identifying as feeling lonely, especially when faced with adversity. The OECD sets the global average for this at 16% with sizeable variations between countries. This chapter discusses the importance of school belonging for students and what it is that seems to hinder strong feelings of belonging for many young people. Society is becoming increasingly fragmented, but school will, for the foreseeable future, continue to be an experience which can shape how young people go onto influence society whether it be positively or negatively.
Allen, K. A., Berger, E., Campbell, T., U’Ren, M., & Andrews, M. L.. (2023)
In M. Israelashvili & S. Mozes (Eds.), Youth without family to lean on: Global challenges and local interventions (pp. 41-58).
Routledge.
ISBN 9780367645038
Families can be a source of connection, support and a sense of belonging for many people. However, this is not the case for all people, and youth without families in particular may find connection and belonging elsewhere. This chapter explores how youth conceptualise and experience belonging in the absence of the traditional family. It focuses on the experiences of young people who reside or who have previously resided in out of home care (OOHC), many of whom have experienced early life trauma and neglect. Unstable placements and the stigma associated with living in OOHC can impede their chance to establish and maintain relationships. In order to nurture their sense of belonging and consequently improve their overall wellbeing, it is important for youth in OOHC to establish secure attachments with care givers and preserve connection with their birth family, when possible, which forms a central argument of this chapter backed by research. As such, this chapter provides detailed recommendations for improving policies and practices to foster belonging among youth in OOHC. Moreover, the information shared in this chapter has implications for future research and interventions related to belonging, and the health and wellbeing of vulnerable population.
Allen, K. A., Boyle, C., Wong, D., Johnson, R., & May, F. (2022)
In A. Giraldez-Hayes & J. Burke (Eds.), Applied positive school psychology.
Routledge.
ISBN: 9781032132068
Research on school belonging applies the well-established understanding that we have a fundamental need to belong, to gain knowledge that students are a part of an adaptive, ephemeral and complex school environment. This chapter sets out the fundamentals of school belonging and its link to positive school psychology and also incorporates a rapid literature review of the literature to summarise the main practice elements which are fundamental to school belonging. This is analysed alongside a short case-study bringing forth the key point of the importance of teachers in effective school belonging strategies in order to support students. The preventative and proactive focus of belonging research and discourse, alongside the associated approaches and interventions of fostering school belonging, makes it an area of emerging interest within the field of positive psychology. School belonging has been
identified as an impactful factor in student wellbeing, mental health, academic outcomes, and prosocial behaviours. This chapter provides a review of the research and understanding of school belonging with a focus on applied implications for assessment and intervention.
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Vo, D. T., Allen, K. A., & Kern, M. L. (2022).
In K. A. Allen, M. J. Furlong, D. Vella-Brodrick, & S. M. Suldo (Eds.). Handbook of positive psychology in schools: Supporting process and practice (3rd ed., pp. 542-558).
Taylor and Francis.
ISBN: 9780367855864
eISBN: 9781003013778
Educators have a long and lasting impact on students’ lives — for better or for worse. Many educators are passionate about caring for their students’ well-being, guiding their academic development, and addressing emotional, social, cognitive, and behavioral needs that arise. Nevertheless, this passion can take a toll on their own well-being. Unmanageable workloads, academic pressures from leadership and parents, student mental health and behavioral issues, limited control, and lack of resources contribute to teacher stress, anxiety, absenteeism, low productivity, burnout, and attrition. This, in turn, negatively affects the quality of education, student outcomes, student well-being, and academic performance. In this chapter, the role of positive psychology interventions in supporting teacher well-being is discussed, with consideration for how interventions might be tailored to address the specific needs and circumstances of different educators and contexts. Through the effective use of positive psychology interventions, teacher well-being can potentially be improved, with implications for the functioning of both teachers and their students.
Huebner, E. S., Furlong, M. J., Allen, K. A., Vella-Brodrick, D. A., Suldo, S. M., & Gilman, R. (2022).
In K. A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). Handbook of positive psychology in schools: Supporting process and practice (3rd ed., pp. 3-11).
Taylor and Francis.
ISBN: 9780367855864
eISBN: 9781003013778
This chapter provides a brief, selective overview of developments in the science and practice of positive psychology in the schools, starting with historical developments and concluding with possible directions arising from the increased knowledge base. Developments in assessment and intervention strategies, particularly those at the group and systems levels, are highlighted.
Coming together: A comprehensive overview of the transdisciplinary perspectives of school belonging.
Allen, K. A., Riley, K., Boyle, C., Gowing, A., Lim, M. H., Boyle, C., Vota, R. M., Richardson, M., Wolfe, M. J., Cruwys, T., Stevens, M., Leif, E., Marwan, S., van Der Zan, R., & Ammerman, M. (2022).
In K. A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). Handbook of positive psychology in schools: Supporting process and practice (3rd ed., pp. 246-266).
Taylor and Francis.
ISBN: 9780367855864
eISBN: 9781003013778
The concept and definition of belonging varies across the different disciplines. But despite the difference in perspectives, each field recognises the value of belonging particularly in schools. School belonging is associated with positive social and academic outcomes, and overall wellbeing. However, a large proportion of students worldwide have a low sense of belonging and many feel that they do not belong. This chapter will discuss how belonging is defined, its importance for students and the issues related to school belonging through an innovative transdisciplinary lens. This chapter is the first of its kind to integrate the concepts of different transdisciplinary conversations to improve the understanding of school belonging and present potential solutions through collaborations among researchers and educators in different fields.
Allen, K., Vella-Brodrick, D., & Waters, L. (2017)
In E. Frydenberg & A. Martin. Social and Emotional Learning in the Australasian Context. Melb AU:
Springer Social Sciences (pp. 83-99)
The literature on school belonging is not well advanced in Australia and is complicated by a disparity in terminology (e.g., school belonging has been referred to as school connectedness, school bonding, affiliation with school, school community). Nevertheless, there is a common understanding that school belonging is vital and necessary for the social and emotional well-being of adolescence. This chapter will present a general overview of school belonging and associated empirical studies, present findings of a meta-analysis that has investigated the relationship between social and emotional competencies and school belonging, and discuss practical implications for how to increase social and emotional competencies that may in turn enhance school belonging. The field of research concerned with school belonging and social and emotional competencies holds promise for future directions with respect to the applied impact in schools.
Boyle, C., & Allen, K. A. (2018).
In K. A. Allen & C. Boyle (Eds.), Pathways to Belonging: School Belonging in Adolescents. Rotterdam, The Netherlands.
BRILL. (pp. 219 – 224)
This chapter brings together the main themes and findings from all the studies in this book. Boyle and Allen re-emphasise the collective considerations of many leading academics in school belonging and discuss them in relation to the wider literature. Taking cognisance of various findings, it is clear that, across many geographical boundaries, there is little emphasis and understanding as to the consequences of a lack of belonging in school for many students. Building psychologically robust students is a task undertaken by many people and agencies but, there can be no doubt, that this should be a kernel objective of the school, and rightly so.
Slatten, C., Allen, K. A., Ferguson, J. K., Vella-Brodrick, D., & Waters, L. (2018).
In K. A. Allen & C. Boyle (Eds.), Pathways to Belonging: School Belonging in Adolescents. Rotterdam, The Netherlands:
BRILL. (pp. 7 – 23)
This chapter provides an overview of school belonging through a review of literature that describes the current context, trends and relevancy for future research. Most notable in this chapter is a discussion of school belonging in the university context. Given that the overarching school belonging literature is mainly concerned with issues in primary and secondary schools, this chapter is unique in exploring new ground in tertiary settings. There is a dearth of academic research in this area, and this chapter provides a solid foundation from which to build upon a discussion of current research trends that follow-on in the next section.
Allen, K. A., Vella-Brodrick, D., & Waters, L. (2018)
In K. A. Allen & C. Boyle (Eds.), Pathways to Belonging: School Belonging in Adolescents. Rotterdam, The Netherlands:
BRILL. (pp. 191 – 218)
This chapter aims to distil the research on school belonging and re-frame it into an applied practical format that can be used by school leaders and practitioners. In their chapter, Rethinking school belonging: A socio-ecological framework, Allen, Vella-Brodrick and Waters present a socio-ecological framework for schools. The authors argue that school leaders and educators should be encouraged to foster students’ sense of belonging by building qualities within the students and by changing school systems and processes. The framework represents the importance of whole school approaches by discussing the role of governmental, organisational, relational and individual level variables in influencing school belonging.
Boyle, C. & Allen, K. A. (2018).
In K. A. Allen & C. Boyle (Eds.), Pathways to Belonging: School Belonging in Adolescents. Rotterdam, The Netherlands:
BRILL. (pp. 1 – 4)
This chapter brings together the main themes and findings from all the studies in this book. Boyle and Allen re-emphasise the collective considerations of many leading academics in school belonging and discuss them in relation to the wider literature. Taking cognisance of various findings, it is clear that, across many geographical boundaries, there is little emphasis and understanding as to the consequences of a lack of belonging in school for many students. Building psychologically robust students is a task undertaken by many people and agencies but, there can be no doubt, that this should be a kernel objective of the school, and rightly so.
Allen, K. A. (2021)
In C. M. Mahon, Psychological Insights for Understanding COVID-19 and Media and Technology, Psychological Insights for Understanding COVID-19 and Media and Technology.
Routledge
As a society, while many of us have the ability to connect to more and more people in an increasing variety of ways, the decline in face- to-face communication also means that fewer social opportunities are available for some of those who rely on more traditional forms of interactions (Drago, 2015). Are these changes affecting our social satisfaction and leading to increases in the number of people feeling lonely? Are our social skills suffering as a result? Less-direct exposure to other people and fewer opportunities to experience and observe them at first hand could have a particularly large impact on young people (Goodman-Deane et al., 2016). The connections we have today with family, friends and neighbours are unavoidably shaped by rapid developments in technology. But is technology helping or hampering our sense of belonging? This chapter engages with this question and discusses new research into how rapid changes in tech- nology are influencing our social interactions and sense of belonging.
Allen, K. A., Sven, T. G., Marwan, S., & Arslan, G. (2021)
In M. A. Camilleri (Ed.), Strategic Corporate Communication in the Digital Age.
Emerald Publishing Limited.
Trust is an important element for healthy human relationships, and it has nota- ble implications for organizations and stakeholder groups. This chapter explains how trust can promote effective communication and cooperation. It highlights the role of trust in human relationships as a solution to modern-day socioeco- logical challenges especially as they relate to corporate interactions. Building genuine human connections within the context of changing social landscapes and busier life schedules are essential to counteract the rising loneliness epidemic. The absence of trust may be a barrier to genuine human communication and connection. The absence of trust may be a barrier to genuine human communication and connection, however the presence of pro- social norms can contribute to building and maintaining trust between people. Cooperation and social trust increases subjective well-being and happiness. In an organizational context, trust-based cooperation between stakeholders can create strong relationships.
This chapter argues that trust nurtures face-to-face social interactions and can be strengthened through social and emotional competencies and the crea- tion of policies that support the notions of community and belongingness in the corporate landscape.
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