Joanna Anderson
Biographic Data
| ID | 3855887 |
|---|---|
| NAME | Joanna Anderson |
| GIVEN NAMES | Joanna |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON J |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0002-6171-0909 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 29 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘Right support, right place, right time; right mess!’ Professionals' views on factors influencing the Send system and outcomes for children and families in England
The Special Educational Needs and Disability (SEND) system in England is under scrutiny. Critics highlight inefficient service design, poor implementation, and adversarial processes that cause family‐level distress. Unmet needs deprive children of learning, harming long‐term prospects. Legislative changes in 2014 mandated professionals from multiple sectors to produce integrated child‐centred support plans. Since then, little peer‐reviewed resear…
Time Persistent Trust
Building social cohesion through strong collaborative and trusting relationships is a critical aspect of school leadership which ensures teaching staff are committed to the shared goals of change . This paper reports findings on one leadership dimension (trust) arising from a six-year, longitudinal qualitative Ph.D study exploring leadership change practices across three consecutive school principal eras at a primary school in regional New South …
Internal exclusion as a “dumping ground”
Internal exclusion (IE) in the UK, wherein pupils are removed from their classroom and placed in a separate area within the school, has been implemented to mixed reception with the intention of reducing classroom disruptions. For this study, an online survey was completed by 34 parents of children who have experienced IE, focusing on parent perspectives of their children’s experiences and mental health (MH), with 67% of parents reporting that the…
Evaluation of in-service inclusive education teacher mindsets
Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an asse…
An online practicum for teacher education students
There is an ongoing drive to enhance teacher quality and address the imperative of initial teacher education provision. An online professional experience (practicum) can prepare teacher education students to negotiate the complexity of practice analysis when access to schools is problematic. As an alternative approach to face to face school-based teacher preparation for classroom practice, the online practicum is designed to ensure that teacher e…
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
Principles of practice for a whole school approach to self-harm
Self-harm is common among adolescents and recognised as a significant public health issue. This study aimed to explore the perspectives of young people and school staff about how schools should respond to self-harm and subsequently develop principles of practice. Seven focus groups were carried out with school staff and young people. Qualitative data were thematically analysed using the Framework Method to generate themes [1, 2]. The findings wer…
Emergency lockdowns in flexible learning spaces with students who have high needs
Engaging in twenty-first century practices locally
Vision Loss and Substance Misuse
Innovative Learning Environments and spaces of belonging for students with disability in mainstream settings
In many schools across Australasia, single-cell classrooms have been replaced by ‘innovative learning environments’ (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded to ILE design. Students with disabilities have, in traditional classrooms, often been reported to be i…
Analysing Children’s Responses from Multiple Modalities During Robot-Assisted Assessment of Mental Wellbeing
According to the World Health Organization, the early identification of mental wellbeing issues in children is extremely important for children’s growth and development. However, the available health services are not sufficient to address children’s needs in this area. Literature suggests that robots can provide the support needed to promote mental wellbeing in children, but how robots can help with the assessment of mental wellbeing is relativel…
Media representation and the Paralympics
The Paralympics is globally the largest and most significant sporting event that takes place for athletes with a disability. The 2020 Tokyo Games was heralded as significant in its extensive media coverage that served to promote the disability athletic movement, breaking all broadcasting viewing records from the number of broadcasters, viewers, and a number of events provided live. In the past, however, media reporting of the Paralympic Games has…
Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments
In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An…
The impact of community engagement as a public health intervention to support the mental well-being of single mothers and children living under housing insecure conditions – a rapid literature review
There is evidence to suggest that community engagement may be applied as an effective intervention in supporting the mental well-being of mothers and children living under housing insecurity. Proposed intervention effectiveness may be achieved via psychosocial pathways such as improved maternal self-efficacy and social support. However, more embedded long-term process evaluations of these interventions are needed to establish maintenance of these…
Pacific inclusive education model
The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable quality education that promotes lifelong learning opportunities and this goal has been endorsed by Pacific…
Further development of the Teacher Attitudes to Inclusion Scale
Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers’ knowledge, skills, and abilities utilised to i…
Patchworks of professional practices
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirati…
Psychological safety in innovative learning environments
Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map thre…
Innovative learning environments and spaces of belonging for special education teachers
According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that …
Including students with disabilities in innovative learning environments
The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equitable access to education are evident across the world. Many IE commentators argue the need for a t…
Mindfulness‐Based Interventions for University Students
The justification for inclusive education in Australia
This article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and t…
Looking in the mirror
Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. “Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead.” Support for Learning 30 (1): 4–22. doi:10.1111/1467-9604.12074] found that while some gains had been made, particularly in the recognition of the needs of some o…
Acceptability of screening for mental health difficulties in primary schools
Results suggest that most parents within the socio-demographic context of our study will accept MHD screening within primary schools, and that school-based screening is viable from the perspective of parents. The comments provided about potential harms as well as suggestions for programme delivery are relevant to inform the development and evaluation of acceptable and sustainable school-based identification models. Implementation and scale-up of …
A scoping literature review of service-level barriers for access and engagement with mental health services for children and young people
Looking in the mirror
Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. “Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead.” Support for Learning 30 (1): 4–22. doi:10.1111/1467-9604.12074] found that while some gains had been made, particularly in the recognition of the needs of some o…
Further development of the Teacher Attitudes to Inclusion Scale
Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers’ knowledge, skills, and abilities utilised to i…
Innovative learning environments and spaces of belonging for special education teachers
According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that …
Including students with disabilities in innovative learning environments
The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equitable access to education are evident across the world. Many IE commentators argue the need for a t…
Addressing the learning deficit in breastfeeding
This paper summarizes the findings of the learning needs assessment described in this issue. Limitations and strengths are discussed. The paper describes a national, multi-sectoral, multidisciplinary picture. Our respondents may over-represent those with an interest in breastfeeding; if so, the true picture may be even more problematic than described here. Major deficits were identified in the knowledge and skills of practitioners from all backgr…
A training needs survey of doctors’ breastfeeding support skills in England
The study examined the training needs of paediatricians and general practitioners (GPs). Respondents rated their competence on 23 breastfeeding support skills, importance of update in the next 2 years, actual and potential helpfulness of different forms of professional updates, and accessibility in the next 2 years. The perception of organizational barriers to breastfeeding support and practitioners' knowledge of policies and guidance on breastfe…
Training needs survey of midwives, health visitors and voluntary‐sector breastfeeding support staff in England
This study, which was part of a learning needs assessment of health professionals in England, reports a survey of the training needs of healthcare practitioners in breastfeeding support skills. Respondents rated their competence on 26 breastfeeding support skills, importance of update, actual and potential helpfulness of training, and accessibility in the next 2 years. Perception of organizational barriers to breastfeeding support and practitione…
A scoping literature review of service-level barriers for access and engagement with mental health services for children and young people
Acceptability of screening for mental health difficulties in primary schools
Results suggest that most parents within the socio-demographic context of our study will accept MHD screening within primary schools, and that school-based screening is viable from the perspective of parents. The comments provided about potential harms as well as suggestions for programme delivery are relevant to inform the development and evaluation of acceptable and sustainable school-based identification models. Implementation and scale-up of …
Looking in the mirror
Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. “Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead.” Support for Learning 30 (1): 4–22. doi:10.1111/1467-9604.12074] found that while some gains had been made, particularly in the recognition of the needs of some o…
Mindfulness‐Based Interventions for University Students
The justification for inclusive education in Australia
This article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and t…
Patchworks of professional practices
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirati…
Psychological safety in innovative learning environments
Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map thre…
Innovative learning environments and spaces of belonging for special education teachers
According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance of including students in ILEs. We wish to argue, however, that the successful implementation of inclusion also needs to address the location of special education teachers within these spaces. Our research provides a ‘spaces of belonging’ framework that …
Including students with disabilities in innovative learning environments
The educational provision for students with disabilities has been debated for as long as the term inclusive education (IE) has been part of the educational discourse. Despite IE stemming from a social justice paradigm, globally there remain inconsistencies in access to quality education. As a result, policies and practices to shift towards more equitable access to education are evident across the world. Many IE commentators argue the need for a t…
Further development of the Teacher Attitudes to Inclusion Scale
Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers’ knowledge, skills, and abilities utilised to i…
Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments
In the past 10 years Aotearoa/New Zealand, the educational landscape has experienced a significant shift towards Innovative Learning Environments (ILEs). The paper discusses the perceptions of 79 Aotearoa/New Zealand teachers who work with students with high and very high needs in mainstream Innovative Learning Environments (ILEs), and the aspects of pedagogical practices and classroom environments that have an impact on teaching and learning. An…
The impact of community engagement as a public health intervention to support the mental well-being of single mothers and children living under housing insecure conditions – a rapid literature review
There is evidence to suggest that community engagement may be applied as an effective intervention in supporting the mental well-being of mothers and children living under housing insecurity. Proposed intervention effectiveness may be achieved via psychosocial pathways such as improved maternal self-efficacy and social support. However, more embedded long-term process evaluations of these interventions are needed to establish maintenance of these…
Pacific inclusive education model
The United Nations Sustainable Development Goals (SDGs) offers a global blueprint to achieve a better and more sustainable future for every person, through universal action to address social, economic, and environmental inequity and inequality (United Nations Development Programme, 2021). For educators, SDG Goal 4 aims to ensure an equitable quality education that promotes lifelong learning opportunities and this goal has been endorsed by Pacific…
Vision Loss and Substance Misuse
Innovative Learning Environments and spaces of belonging for students with disability in mainstream settings
In many schools across Australasia, single-cell classrooms have been replaced by ‘innovative learning environments’ (ILEs). This redesign of education spaces has had pedagogical and physical ramifications for students and teachers. This qualitative study, conducted in New Zealand and Australia, investigated how students with disability responded to ILE design. Students with disabilities have, in traditional classrooms, often been reported to be i…
Analysing Children’s Responses from Multiple Modalities During Robot-Assisted Assessment of Mental Wellbeing
According to the World Health Organization, the early identification of mental wellbeing issues in children is extremely important for children’s growth and development. However, the available health services are not sufficient to address children’s needs in this area. Literature suggests that robots can provide the support needed to promote mental wellbeing in children, but how robots can help with the assessment of mental wellbeing is relativel…
Media representation and the Paralympics
The Paralympics is globally the largest and most significant sporting event that takes place for athletes with a disability. The 2020 Tokyo Games was heralded as significant in its extensive media coverage that served to promote the disability athletic movement, breaking all broadcasting viewing records from the number of broadcasters, viewers, and a number of events provided live. In the past, however, media reporting of the Paralympic Games has…
Internal exclusion as a “dumping ground”
Internal exclusion (IE) in the UK, wherein pupils are removed from their classroom and placed in a separate area within the school, has been implemented to mixed reception with the intention of reducing classroom disruptions. For this study, an online survey was completed by 34 parents of children who have experienced IE, focusing on parent perspectives of their children’s experiences and mental health (MH), with 67% of parents reporting that the…
Evaluation of in-service inclusive education teacher mindsets
Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an asse…
An online practicum for teacher education students
There is an ongoing drive to enhance teacher quality and address the imperative of initial teacher education provision. An online professional experience (practicum) can prepare teacher education students to negotiate the complexity of practice analysis when access to schools is problematic. As an alternative approach to face to face school-based teacher preparation for classroom practice, the online practicum is designed to ensure that teacher e…
Thrown in the deep end”
Lack of standardised guidelines and stigmatisation around self-harm are key barriers that prevent staff from effectively addressing self-harm. Training is crucial for school staff to respond safely to self-harm and avoid fearful or avoidant responses, alongside increased access to clinically trained professionals. These findings are discussed in relation to school-based interventions targeted towards self-harm
Principles of practice for a whole school approach to self-harm
Self-harm is common among adolescents and recognised as a significant public health issue. This study aimed to explore the perspectives of young people and school staff about how schools should respond to self-harm and subsequently develop principles of practice. Seven focus groups were carried out with school staff and young people. Qualitative data were thematically analysed using the Framework Method to generate themes [1, 2]. The findings wer…
Psychology (19 works) · Pedagogy (13 works) · Medicine (12 works) · Sociology (12 works) · Mathematics education (8 works) · Political science (8 works) · Educational Environments and Student Outcomes (7 works) · Nursing (7 works) · Social Psychology (7 works) · Collaborative Teaching and Inclusion (6 works)