Scott B Greenspan
Biographic Data
| ID | 6687683 |
|---|---|
| NAME | Scott B Greenspan |
| GIVEN NAMES | Scott B |
| FAMILY NAME | Greenspan |
| SIGNATURE | GREENSPAN S B |
| AFFILIATIONS | University of Massachusetts Amherst |
| ORCID | 0000-0001-9493-6851 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Going the distance
Social‐emotional learning and physical activity in schools
School mental health (SMH) practitioners and physical education (PE) teachers have been identified as key stakeholders in supporting the integration of social‐emotional learning (SEL) and physical activity within schools. Authors of this study developed and administered a survey measure to delineate SMH practitioners' (i.e., school psychologists, school counselors; n = 219) and PE teachers' ( n = 138) perspectives of social‐emotional learning (SE…
Identified protective factors to support psychological well-being among gender diverse autistic youth
Literature has discussed the intersectionality between autism and transgender and gender diverse (TGD) identities. Research has also identified the importance of protective factors, which are experiences that enhance positive outcomes in the face of potentially negative experiences. This exploratory quantitative survey study seeks to identify school and community-based protective factors that relate to psychological well-being and life satisfacti…
Facilitators and barriers of inclusion
Background: Publications documenting how teaching is typically undertaken in highly cis-normative school spaces are beginning to increase in popularity. Scholars highlight how school Physical Education (PE) departments operate as highly gendered, and exclusive spaces which are typically ruled by gender-binarised discourses. This ideology is heavily manifested in everyday practices such as male/female-divided changing rooms, PE uniforms, and curri…
LGBTQ + and ally youths’ school athletics perspectives
Authors employed a convergent mixed method study focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youths’ and allies’ (ages 13–18; n = 71) experiences in school athletics (e.g., physical education, after-school sports). Participants reported that they feel unsafe in school athletic contexts due to experiences of discrimination from their peers and inaction from athletic staff. Participants discussed a proclivity toward individua…
LGBTQ + and ally youths’ school athletics perspectives
Authors employed a convergent mixed method study focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youths’ and allies’ (ages 13–18; n = 71) experiences in school athletics (e.g., physical education, after-school sports). Participants reported that they feel unsafe in school athletic contexts due to experiences of discrimination from their peers and inaction from athletic staff. Participants discussed a proclivity toward individua…
Facilitators and barriers of inclusion
Background: Publications documenting how teaching is typically undertaken in highly cis-normative school spaces are beginning to increase in popularity. Scholars highlight how school Physical Education (PE) departments operate as highly gendered, and exclusive spaces which are typically ruled by gender-binarised discourses. This ideology is heavily manifested in everyday practices such as male/female-divided changing rooms, PE uniforms, and curri…
LGBTQ + and ally youths’ school athletics perspectives
Authors employed a convergent mixed method study focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youths’ and allies’ (ages 13–18; n = 71) experiences in school athletics (e.g., physical education, after-school sports). Participants reported that they feel unsafe in school athletic contexts due to experiences of discrimination from their peers and inaction from athletic staff. Participants discussed a proclivity toward individua…
Social‐emotional learning and physical activity in schools
School mental health (SMH) practitioners and physical education (PE) teachers have been identified as key stakeholders in supporting the integration of social‐emotional learning (SEL) and physical activity within schools. Authors of this study developed and administered a survey measure to delineate SMH practitioners' (i.e., school psychologists, school counselors; n = 219) and PE teachers' ( n = 138) perspectives of social‐emotional learning (SE…
Identified protective factors to support psychological well-being among gender diverse autistic youth
Literature has discussed the intersectionality between autism and transgender and gender diverse (TGD) identities. Research has also identified the importance of protective factors, which are experiences that enhance positive outcomes in the face of potentially negative experiences. This exploratory quantitative survey study seeks to identify school and community-based protective factors that relate to psychological well-being and life satisfacti…
Facilitators and barriers of inclusion
Background: Publications documenting how teaching is typically undertaken in highly cis-normative school spaces are beginning to increase in popularity. Scholars highlight how school Physical Education (PE) departments operate as highly gendered, and exclusive spaces which are typically ruled by gender-binarised discourses. This ideology is heavily manifested in everyday practices such as male/female-divided changing rooms, PE uniforms, and curri…
Going the distance
Psychology (5 works) · Pedagogy (4 works) · Physical education (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Sociology (3 works) · Context (archaeology (2 works) · Developmental psychology (2 works)