Exploring the coming out experiences of female adolescents who identify as bi+: an interpretative phenomenological analysis by Connie Anderson

Me, my school and I: a reflexive thematic analysis of the self-perceptions of post primary pupils with moderate learning difficulties in specialist education by Lára Breslin

A mixed methods exploration of educational psychologists’ practice in the United Kingdom: eliciting the views of children and young people with severe learning difficulties by Emma Catterson

Supporting children looked after (CLA) in post-primary school: a focus on transition support and staff experiences of the key adult role in the early post-primary years by Megan Draine

Exploring the school life experiences of secondary school students on the autism spectrum who are dealing with anxiety, using participant-driven photo-elicitation by Laura Hynds

A mixed-methods exploration of Northern Irish primary school teachers’ experience of stress and burnout within the context of the school environment by Rachel McAllister

Exploring the lived experiences of adolescent autistic females including how they make meaning and sense of their diagnoses: an interpretative phenomenological analysis by Sarah McConnell

Academic achievement of adolescents with chronic pain: the mediating role of sleep by Darragh Mullen

The feasibility of delivering informational sessions to Syrian refugee mothers on the education system in NI, special educational needs, and strategies used for promoting children’s wellbeing in schools by Sarah O'Donnell

Parental knowledge and experience of nurture groups: A mixed methods study by Sarah Cassidy

Changing interactions, relationships and behaviour: Exploring the use of child-directed play and coaching skills in the primary classroom by Jennifer Chandler

Syrian refugee pupils’ experiences of education, support systems, and community in Northern Ireland by Jonathan Heaney

Social media follows you everywhere: The social media use of adolescents accessing counselling support within Post-Primary schools in Northern Ireland by Eavan Hennessy

The lived experiences and sense making of adolescent males with social, behavioural, emotional and wellbeing needs who have reintegrated back into mainstream education following a placement in alternative education provision: an interpretive phenomenological analysis by Ashleigh Kelly

Sixth Formers’ views and suggestions for relationships & sexuality education in Northern Ireland by Ellen Parish

Exploring children's experience of child-practitioner relationships in Nurture Group settings: A multi-method approach by Emma Speers

An exploration of staff and student perspectives on the use of Compassion Focused Therapy within an Alternative Education Provision in Northern Ireland by Aine Sutton

An investigation into camouflaging behaviour in pupils with Autism Spectrum Disorder and its impact on their education, from the perspective of their parents by Fionuala Boyle

NI teachers’ views of their roles, knowledge and training in supporting student mental health: a mixed-methods study by Lily Chuah

Talk and transfer: How parents' discourse about the Northern Ireland transfer tests constructs an ideological dilemma by Clare Kidston

Using a mosaic-based approach to construct children's understanding of safe space in school by Maria Mearns Macdonald

Does compassionate mind training reduce test anxiety in adolescents? A school-based pilot study by Dean O’Driscoll

Exploration of the impact of a school-based mindfulness programme with students who are experiencing social, behavioural and/or emotional and well-being difficulties, alongside literacy difficulties by Laura Thompson

Supporting adolescent mothers using Video Interaction Guidance (VIG) by Carly Elliott

Exploring the views of adolescent boys in school about how they cope with their worries or concerns by Aine Fitzpatrick

“I’ve learned more about myself than I thought I would”: Using Video Enhanced Reflective Practice to train school-based mentors by Simon McNally

Exploring the use of video interaction guidance (VIG) with hearing parents of deaf / hard of hearing children by Susannah Robinson

Exploring teachers' experiences of working with transgender young people in Northern Ireland by Zara Simmons

An insight into the experiences of teachers educating children with Foetal Alcohol Spectrum Disorders in Northern Ireland by Charlene Tennyson