
Professor Chris Boyle
Professor
School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Professor of Inclusive Education and PsychologyChair of the University of Adelaide Human Research Ethics Committee
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
- Contact
Professor Christopher Boyle, PhD is Professor of Educational Psychology and Inclusion at the University of Adelaide, where he also serves as Chair of the Human Research Ethics Committee, and is an elected member of the University’s Academic Board. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy.
Overview
With over 25 years of experience in psychology and education, Professor Boyle has worked as a high school teacher and educational psychologist in both the UK and Australia. He is a registered psychologist and a former Editor-in-Chief of The Educational and Developmental Psychologist. He has recently been appointed as an Action Editor for Psychology in the Schools (Wiley).
Professor Boyle is internationally recognised for his work in psychology and inclusive education and, with a strong research focus on wellbeing, inclusion, and applied psychological practices in educational settings. He has published more than 150 scholarly works, including articles, books, chapters, and research reports. He has also led and contributed to major research projects funded in Australia, the UK, and the European Union.
In his spare time, Professor Boyle is a Volunteer Firefighter with the South Australia Country Fire Service (CFS).
Professor Boyle is available to discuss doctoral supervision with prospective students.
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Awards and Achievements
Date Type Title Institution Name Country Amount 2023 Research Award Faculty Research Excellence Award University of Adelaide Australia - 2023 Research Award School of Education Research Excellence Award University of Adelaide Australia - -
Education
Date Institution name Country Title 2009 University of Dundee Scotland PhD 2003 University of Strathclyde Scotland MSc Educational Psychology 2001 Open University United Kingdom BA Politics and Government 1998 University of Strathclyde Scotland MSc Business Info Tech Systems 1998 University of Glasgow Scotland PGCE Secondary Teaching 1996 University of Glamorgan Wales BSc (Hons.) Behavioural Sciences -
Certifications
Date Title Institution name Country 2020 Senior Fellow Higher Education Academy United Kingdom 2020 Fellow British Psychological Society United Kingdom -
Research Interests
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Journals
Year Citation 2025 Fernandes, R., Willison, J., Boyle, C., & Muliasari, D. (2025). Teachers’ Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School. Educational Studies, 61(1), 115270-1-115270-15.
2025 Page, A., Ledger, S., Boyle, C., Mosen, J., Charteris, J., & Anderson, J. (2025). Engaging in twenty-first century practices locally: aligning pacific ways of teaching and learning with innovative learning environments. Teachers and Teaching, 31(2), 1-18.
2025 Allen, K. -A., Pitehnoee, M. R., Arslan, G., Boyle, C., Mcglinchey, C., & Arabmofrad, A. (2025). Belonging and enjoyment as cornerstones of communication in young English as a foreign language learners. CURRENT PSYCHOLOGY, 44(8), 9 pages.
2025 Hepburn, S. J., Trompf, M., Hodges, J., MacLeod, L. M., Ma, T., Teng, J., . . . Sanders, M. (2025). Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature. Teaching and Teacher Education, 165, 21 pages.
2025 Johnson, A., Ma, T., Hodges, J., Boyle, C., & Sanders, M. R. (2025). Partners in Education Survey: validation of a brief, parent-report home-school partnership measure in Australia. Children and Youth Services Review, 177, 9 pages.
Scopus1 WoS12024 Ma, T., Sanders, M. R., Hodges, J., Boyle, C., Healy, K., & Morawska, A. (2024). Extended Child Adjustment and Parent Efficacy Scale (CAPES): inclusion of the peer relationship problems subscale and updated psychometric properties. Australian Psychologist, 59(6), 533-540.
Scopus1 WoS12024 Fernandes, R., Willison, J., & Boyle, C. (2024). Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching. Thinking Skills and Creativity, 53, 101605-1-101605-21.
Scopus3 WoS12024 Faruk, O. F., Boyle, C., Allen, K. -A., Chowdhury, K. U. A. C., Bari, N., Alam, M. R., . . . Adams, B. (2024). Persons with disabilities living in rural areas of Bangladesh: An exploration of their mental health and experiences in accessing support during the COVID-19 pandemic. International Journal of Disability Development and Education, 15 pages.
2024 Salazar Rivera, J., Alsaadi, N., Parra-Esquivel, E. I., Morris, C., & Boyle, C. (2024). A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings. Journal of Occupational Therapy, Schools, & Early Intervention, 17(3), 510-534.
Scopus10 WoS92024 Fernandes, R., Willison, J., & Boyle, C. (2024). Characteristics of facilitated critical thinking when students listen to and speak English as an additional language in Indonesia. Thinking Skills and Creativity, 52, 101513-1-101513-17.
Scopus7 WoS52024 Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K. -A. (2024). Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis. International Journal of Inclusive Education, 28(10), 2122-2137.
Scopus7 WoS82023 Tanhan, A., Boyle, C., Taş, B., Söğüt, Y., Cashwell, C. C., Genc, E., & Karatepe, H. T. (2023). Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19. Distance Education, 44(1), 40-65.
Scopus8 WoS62023 Boyle, C., Sanders, M., Ma, T., Hodges, J., Allen, K. -A., Cobham, V. E., . . . Trompf, M. (2023). The thriving kids and parents schools project: protocol of an incomplete stepped wedged cluster randomised trial evaluating the effectiveness of a Triple P seminar series. BMC Public Health, 23(1), 2021-1-2021-12.
Scopus4 WoS32023 Boyle, C., & Allen, K. A. (2023). Preface. Sustainable Development Goals Series, Part F2700, xi. 2023 White, M. A., McCallum, F., & Boyle, C. (2023). Preface. New Research and Possibilities in Wellbeing Education, vii. 2023 Boyle, C., Barrell, C., Allen, K. -A., & She, L. (2023). Primary and secondary pre-service teachers' attitudes towards inclusive education. Heliyon, 9(11), e22328-1-e22328-13.
Scopus9 WoS52022 Nia, H. S., She, L., Kaur, H., Boyle, C., Fomani, F. K., Kohestani, D., & Rahmatpour, P. (2022). A predictive study between anxiety and fear of COVID-19 with psychological behavior response: The mediation role of perceived stress. Frontiers in Psychiatry, 13, 851212-1-851212-11.
Scopus12 WoS11 Europe PMC92022 Subasi, Y., Adalar, H., Tanhan, A., Arslan, G., Allen, K. -A., Boyle, C., . . . Lauchlan, F. (2022). Investigating students, experience of online/distance education with photovoice during COVID-19. Distance Education, 44(3), 563-587.
Scopus10 WoS92022 Lissack, K., & Boyle, C. (2022). Parent/carer views on support for children's school non‐attendance: 'How can they support you when they are the ones who report you?'. Review of Education, 10(3), e3372-1-e3372-33.
Scopus3 WoS32022 Baumfield, V., Bethel, A., Boyle, C., Katine, W., Knowler, H., Koutsouris, G., & Norwich, B. (2022). How lesson study is used in initial teacher education: An international review of literature. Teacher Development, 26(3), 356-372.
Scopus17 WoS142022 Page, A., Vira, A., Ledger, S., Mosen, J., Anderson, J., Charteris, J., & Boyle, C. (2022). Pacific inclusive education model: addressing dichotomies to ensure positive outcomes. Journal of Education Policy, 38(5), 870-889.
Scopus2 WoS32022 Sharif Nia, H., Mohammadinezhad, M., Allen, K. A., Boyle, C., Pahlevan Sharif, S., & Rahmatpour, P. (2022). Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer. Palliative and Supportive Care, 20(1), 113-121.
Scopus12 WoS10 Europe PMC82021 Stentiford, L., Koutsouris, G., Boyle, C., Jindal‐Snape, D., Salazar Rivera, J., & Benham‐Clarke, S. (2021). The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review. Review of Education, 9(3), e3298-1-e3298-43.
Scopus7 WoS52021 Mathews, F., Newlove-Delgado, T., Finning, K., Boyle, C., Hayes, R., Johnston, P., & Ford, T. (2021). Teachers' concerns about pupils' mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, 26(2), 99-105.
Scopus11 WoS11 Europe PMC82021 Allen, K. -A., Boyle, C., & Roffey, S. (2021). Creating a culture of belonging in a school context: Editorial. Educational and Child Psychology, 36(4), 5-7. 2021 Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Seven great ways to connect with students during snap lockdowns. Education Research Matters, August 19, 1-7. 2021 Boyle, C., Stentiford, L., Koutsouris, G., Jindal-Snape, D., Benham-Clarke, S., & Salazar Rivera, J. (2021). Generational change: A review of the structures & processes that have
influenced educational research since 1990. Research Intelligence, (149), 14-15.2021 Boyle, C. (2021). Shuggie Bain. PSYCHOLOGIST, 34, 80-81. 2021 Boyle, C. (2021). 'The presents were there - but no dead Santa'. PSYCHOLOGIST, 34, 4. 2021 Allen, K. -A., McInerney-Leo, A. M., Gamble, N., Wurf, G., & Boyle, C. (2021). The ethical protection of genetic information: procedure analysis for psychologists. Clinical Psychologist, 26(1), 1-10.
Scopus4 WoS32021 Abdollahi, A., Azadfar, Z., Boyle, C., & Allen, K. A. (2021). Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran (Journal of Religion and Health, (2021), 60, 5, (3606-3619), 10.1007/s10943-021-01362-y). Journal of Religion and Health, 60(5), 3620.
Scopus1 Europe PMC12021 Abdollahi, A., Azadfar, Z., Boyle, C., & Allen, K. A. (2021). Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran. Journal of Religion and Health, 60(5), 3606-3619.
Scopus2 WoS4 Europe PMC22021 Boyle, C. (2021). The hope and tragedy of poverty. Psychologist, 34(7), 80-83. 2021 Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142-156.
Scopus64 WoS462020 Nazari, R., Boyle, C., Panjoo, M., Salehpour-Omran, M., Nia, H., & Yaghoobzadeh, A. (2020). The changes of endotracheal tube cuff pressure during manual and intermittent controlling in intensive care units. Iranian Journal of Nursing and Midwifery Research, 25(1), 71-75.
Scopus9 WoS7 Europe PMC82020 Wilson, M. S., Blencowe, N. S., Boyle, C., Knight, S. R., Petty, R., Vohra, R. S., & Underwood, T. J. (2020). A modified Delphi process to establish future research priorities in malignant oesophagogastric surgery. Surgeon, 18(6), 321-326.
Scopus10 WoS10 Europe PMC122020 Wilson, M. S. J., Vaughan-Shaw, P., Boyle, C., Yong, G. L., Oglesby, S., Skipworth, R., . . . Attwood, S. E. A. (2020). A Modified AUGIS Delphi Process to Establish Future Research Priorities in Benign Upper Gastrointestinal Surgery. World Journal of Surgery, 44(4), 1216-1222.
Scopus6 WoS6 Europe PMC32020 Boyle, C., Morris, C., Salazar Rivera, J., & Alsaadi, N. (2020). Protocol for a scoping review of school-based occupational therapy interventions. University of Exeter, College of Social Sciences and International Studies, 28 February, 1-21. 2020 Salazar Rivera, J., & Boyle, C. (2020). The Differing Tiers of School-Based Occupational Therapy Support: A Pilot Study of Schools in England. Journal of Occupational Therapy, Schools, and Early Intervention, 13(3), 264-282.
Scopus7 WoS72020 Nia, H. S., Goudarzian, A. H., Shahrokhi, A., Boyle, C., Wilson, M. S. J., & Hosseinigolafshani, S. Z. (2020). Psychometric properties of End-of-Life Caregiving Experience Appraisal Scale: Iranian critical care nurses. Nursing in Critical Care, 25(5), 269-276.
Scopus3 WoS4 Europe PMC32020 Ali-Abadi, T., Talepasand, S., Boyle, C., & Nia, H. S. (2020). Psychometric properties of the Baruth Protective Factors Inventory among nursing students. PLoS ONE, 15(6), e0233760.
Scopus7 WoS5 Europe PMC42020 Wilson, M. S. J., Knight, S., Vaughan‐Shaw, P., Blakemore, A. I., O'Kane, M., Boyle, C., . . . Mahawar, K. (2020). A modified AUGIS Delphi process to establish research priorities in bariatric and metabolic surgery. Clinical Obesity, 10(1), 5 pages.
Scopus8 WoS8 Europe PMC72020 Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
Scopus492019 Roffey, S., Boyle, C., & Allen, K. A. (2019). School belonging – Why are our students longing to belong to school?. Educational and Child Psychology, 36(2), 6-8.
Scopus192019 Goudarzian, A. H., Boyle, C., Beik, S., Jafari, A., Bagheri Nesami, M., Taebi, M., & Zamani, F. (2019). Self-Care in Iranian Cancer Patients: The Role of Religious Coping. Journal of Religion and Health, 58(1), 259-270.
Scopus22 WoS21 Europe PMC162019 Page, A., Boyle, C., McKay, K., & Mavropoulou, S. (2019). Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education, 47(1), 81-94.
Scopus27 WoS202019 Anderson, J., & Boyle, C. (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810.
Scopus55 WoS422019 Almazan, J. U., Albougami, A. S., Alamri, M. S., Colet, P. C., Adolfo, C. S., Allen, K., . . . Boyle, C. (2019). Disaster-related resiliency theory among older adults who survived Typhoon Haiyan. International Journal of Disaster Risk Reduction, 35, 101070.
Scopus25 WoS222019 Myles, O., Boyle, C., & Richards, A. (2019). The social experiences and sense of belonging in adolescent females with autism in mainstream school. Educational and Child Psychology, 36(4), 8-21.
Scopus342019 Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7.
Scopus102018 Hatef, M., Nia, H. S., Boyle, C., & Shafipour, V. (2018). The validity and reliability of the exercise self-efficacy scale in a sample of hemodialysis patients. Journal of Nursing Measurement, 26(3), 566-578.
Scopus2 WoS2 Europe PMC12018 Sharif Nia, H., Pahlevan Sharif, S., Boyle, C., Yaghoobzadeh, A., Tahmasbi, B., Rassool, G. H., . . . Soleimani, M. A. (2018). The Factor Structure of the Spiritual Well-Being Scale in Veterans Experienced Chemical Weapon Exposure. Journal of Religion and Health, 57(2), 596-608.
Scopus34 WoS29 Europe PMC242018 Boyle, C., & Shield, W. (2018). Providing mental health support in schools. Psychologist, 31(8), 5. 2018 Nia, H. S., Sharif, S. P., Froelicher, E. S., Boyle, C., Goudarzian, A. H., Yaghoobzadeh, A., & Oskouie, F. (2018). Psychometric evaluation of a Persian version of the cardiac depression scale in Iranian patients with acute myocardial infarction. Journal of Nursing Measurement, 26(1), 1-15.
Scopus3 WoS2 Europe PMC32018 Heravi-Karimooi, M., Bandpey, B. E., Rejeh, N., Nia, H. S., Boyle, C., & Torkmandi, H. (2018). The Use of Text Messaging for the Improvement of Occupational Health among Nurses in an Intensive Care Unit: a Clinical Trial. Journal of Technology in Behavioral Science, 3(2), 63-68.
Scopus32018 Boyle, C. (2018). Denying to the Grave: Why We Ignore the Facts That Will Save Us. PSYCHOLOGIST, 31, 79. 2017 Nia, H. S., Sharif, S. P., Lehto, R. H., Boyle, C., Yaghoobzadeh, A., Kaveh, O., & Goudarzian, A. H. (2017). Development and psychometric evaluation of a Persian version of the Death Depression Scale-Revised: A cross-cultural adaptation for patients with advanced cancer. Japanese Journal of Clinical Oncology, 47(8), 713-719.
Scopus33 WoS23 Europe PMC182017 Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
Scopus192017 Arishi, L., Boyle, C., & Lauchlan, F. (2017). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. Educational and Child Psychology, 34(4), 9-19.
Scopus272017 Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
Scopus22017 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., . . . Whitehouse, A. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1068-1080.
Scopus1167 WoS983 Europe PMC6352017 Bosnjak, A., Boyle, C., & Chodkiewicz, A. R. (2017). An Intervention to Retrain Attributions Using CBT: A Pilot Study. Educational and Developmental Psychologist, 34(1), 19-30.
Scopus11 WoS62017 Boyle, C. (2017). Progressive Educational and Developmental Psychology. Educational and Developmental Psychologist, 34(1), i-ii.
2017 Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education, 5(1), 60-86.
Scopus83 WoS652017 Ganshorn, H. (2017). Denying to the grave: why we ignore the facts that will save us. JOURNAL OF THE CANADIAN HEALTH LIBRARIES ASSOCIATION, 38(2), 51-52.
2017 Chodkiewicz, A. R., & Boyle, C. (2017). Context and Implications Document for: Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 87-90.
Scopus4 WoS22016 Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
Scopus1 WoS12016 Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
Scopus52016 Chodkiewicz, A. R., & Boyle, C. (2016). Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: A pilot study. School Psychology International, 37(5), 519-535.
Scopus14 WoS92016 McKay, K., & Boyle, C. (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.
2016 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., . . . Whitehouse, A. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS ONE, 11(7), e0158753.
Scopus622 WoS209 Europe PMC3342015 Boyle, C. (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1), iii.
2015 Beasley, E., Brooker, J., Warren, N., Fletcher, J., Boyle, C., Ventura, A., & Burney, S. (2015). The lived experience of volunteering in a palliative care biography service. Palliative and Supportive Care, 13(5), 1417-1425.
Scopus18 WoS16 Europe PMC132015 Mowbray, T., Jacobs, K., & Boyle, C. (2015). Validity of the German Test Anxiety Inventory (TAI-G) in an Australian sample. Australian Journal of Psychology, 67(2), 121-129.
Scopus19 WoS172015 Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
Scopus18 WoS102015 Hoskin, J., Boyle, C., & Anderson, J. (2015). Inclusive education in pre-schools: Predictors of pre-service teacher attitudes in Australia. Teachers and Teaching Theory and Practice, 21(8), 974-989.
Scopus30 WoS222015 Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
Scopus87 WoS612015 Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
Scopus44 WoS342015 Mowbray, T., Boyle, C., & Jacobs, K. (2015). Impact of Item Orientation on the Structural Validity of Self-Report Measures: An Investigation Using the TAI-G in an Australian Sample. Journal of Psychoeducational Assessment, 33(3), 278-290.
Scopus2 WoS12015 Boyle, C. (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii.
2014 Kraska, J., & Boyle, C. (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia Pacific Journal of Teacher Education, 42(3), 228-246.
Scopus67 WoS482014 Chodkiewicz, A. R., & Boyle, C. (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process. Educational Psychology in Practice, 30(1), 78-87.
Scopus45 WoS372014 Boyle, C. (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1), III.
2014 Boyle, C. (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2), 158.
2014 Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337.
Scopus85 WoS692014 Gunasekera, S., Houghton, S., Glasgow, K., & Boyle, C. (2014). From stability to mobility: African secondary school aged adolescents' transition to mainstream schooling. Australian Educational and Developmental Psychologist, 31(1), 1-17.
Scopus11 WoS72014 Boyle, C. (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
Scopus12014 Hebert, S., Bor, W., Swenson, C. C., & Boyle, C. (2014). Improving collaboration: a qualitative assessment of inter-agency collaboration between a pilot Multisystemic Therapy Child Abuse and Neglect (MST-CAN) program and a child protection team. AUSTRALASIAN PSYCHIATRY, 22(4), 370-373.
WoS12 Europe PMC62013 Bor, W., Stallman, H., Collerson, E., Boyle, C., Swenson, C. C., McDermott, B., & Lee, E. (2013). Therapy implications of child abuse in multi-risk families. AUSTRALASIAN PSYCHIATRY, 21(4), 389-392.
WoS2 Europe PMC12013 Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers attitudes towards inclusion in high schools. Teachers and Teaching Theory and Practice, 19(5), 527-542.
Scopus159 WoS1192013 Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.
Scopus67 WoS432013 Boyle, C. (2013). The future is bright: The future is educational and developmental psychology. Australian Educational and Developmental Psychologist, 30(1), ii-iii.
2012 Boyle, C., & Jindal-Snape, D. (2012). Visual-perceptual difficulties and the impact on children's learning: Are teachers missing the page?. Support for Learning, 27(4), 166-171.
Scopus22012 Boyle, C. (2012). Australian Educational Psychology With an International Focus. Australian Educational and Developmental Psychologist, 29(1), ii.
2012 Boyle, C. (2012). Vygotsky's legacy: a foundation for research and practise. EDUCATIONAL PSYCHOLOGY, 32(5), 679-680.
2012 Boyle, C., Topping, K., Jindal-Snape, D., & Norwich, B. (2012). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International, 33(2), 167-184.
Scopus61 WoS422011 Boyle, C., Scriven, B., Durning, S., & Downes, C. (2011). Facilitating the learning of all students: The 'professional positive' of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
Scopus52 WoS332011 Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia Pacific Journal of Teacher Education, 39(3), 211-222.
Scopus60 WoS392011 Boyle, C., & Kim, I. Y. (2011). Comparison of different hip prosthesis shapes considering micro-level bone remodeling and stress-shielding criteria using three-dimensional design space topology optimization. JOURNAL OF BIOMECHANICS, 44(9), 1722-1728.
WoS722011 Boyle, C., & Kim, I. Y. (2011). Three-dimensional micro-level computational study of Wolff's law via trabecular bone remodeling in the human proximal femur using design space topology optimization. JOURNAL OF BIOMECHANICS, 44(5), 935-942.
WoS1132010 Boyle, C., & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.
Scopus2 WoS22009 Boyle, C., & Lauchlan, F. (2009). Applied psychology and the case for individual casework: Some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71-84.
Scopus38 WoS252009 Boyle, C. (2009). A Lifetime of Intelligence. Follow-Up Studies of the Scottish Mental Surveys of 1932 and 1947. PSYCHOLOGIST, 22(10), 857. 2008 Boyle, C. (2008). Marvelous Minds: The Discovery of What Children Know. PSYCHOLOGIST, 21(10), 861.
2008 Davidson, A. L., Boyle, C., & Lauchlan, F. (2008). Scared to lose control? General and health locus of control in females with a phobia of vomiting (Journal of Clinical Psychology (64:1)). Journal of Clinical Psychology, 64(6), 789.
2008 Davidson, A. L., Boyle, C., & Lauchlan, F. (2008). Scared to lose control? General and health locus of control in females with a phobia of vomiting. Journal of Clinical Psychology, 64(1), 30-39.
Scopus28 WoS24 Europe PMC92008 Toland, J., & Boyle, C. (2008). Applying cognitive behavioural methods to retrain children's attributions for success and failure in learning. School Psychology International, 29(3), 286-302.
Scopus38 WoS322008 Boyle, C. (2008). Montessori: the science behind the genius (rev. ed.). EDUCATIONAL PSYCHOLOGY IN PRACTICE, 24(2), 159-160. 2007 Boyle, C. (2007). Breaking the cycle of educational alienation: A multi-professional approach. EDUCATIONAL PSYCHOLOGY IN PRACTICE, 23(2), 196-197. 2007 Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
Scopus99 WoS712007 Boyle, C. M. (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal of Special Education, 22(1), 11-24.
Scopus27 WoS162007 Boyle, C. (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law, (OCT.), 1423-1434.
Scopus22007 Boyle, C. (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44.
Scopus142007 Boyle, C. (2007). Educational testing: A competence based approach. PSYCHOLOGIST, 20(12), 750. 2006 Boyle, C. (2006). Colour in the darkness: Helpful hints for people who are feeling down. PSYCHOLOGIST, 19(6), 367. 2006 Boyle, C. (2006). Handbook of resilience in children. PSYCHOLOGIST, 19(5), 294. 2006 Boyle, C. (2006). Good choices: Teaching young people aged 8 to 11 to make positive decisions about their own lives. EDUCATIONAL PSYCHOLOGY IN PRACTICE, 22(4), 390-391.
2005 Nicholson, P. J., Cullinan, P., Taylor, A. J. N., Burge, P. S., & Boyle, C. (2005). Evidence based guidelines for the prevention, identification, and management of occupational asthma. OCCUPATIONAL AND ENVIRONMENTAL MEDICINE, 62(5), 290-299.
WoS2192005 Taylor, A. J. N., Cullinan, P., Burge, P. S., Nicholson, P., & Boyle, C. (2005). BOHRF guidelines for occupational asthma. THORAX, 60(5), 364-366.
WoS27 -
Books
Year Citation 2023 Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature.
DOI2023 Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature.
DOI2023 White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore.
DOI Scopus22023 White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore.
DOI Scopus22020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
DOI2020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
DOI2018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
DOI Scopus232018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
DOI Scopus232015 Boyle, C., & Chodkiewicz, A. (2015). Believing You Can Is the First Step to Achieving A CBT and Attribution Retraining Programme to Improve Self-Belief in Students Aged 8-12. 2014 Boyle, C., & Gamble, N. (2014). Ethical practice in applied psychology. Melbourne: Oxford University Press. 2014 Zhang, H., Chan, P. W. K., & Boyle, C. (2014). Equality in education: Fairness and inclusion. H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), SensePublishers.
DOI Scopus42013 Boyle, C. (2013). Student learning: Improving practice.
Scopus12012 Boyle, C., & Topping, K. (2012). What Works In Inclusion?. McGraw-Hill Education (UK). -
Book Chapters
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Conference Papers
Year Citation 2021 Boyle, C. (2021). The structures and processes governing education research in the UK from 1990-2020: A systematic scoping review.. In AARE: Reimagining Education Research. Online. 2021 Anderson, J., & Boyle, C. (2021). Leadership for inclusive education: The ‘dark side’ of school principal practice. In AARE Reimagining Education. Online. -
Conference Items
Year Citation 2024 Anderson, J., Porta, T., & Boyle, C. (2024). Including into what? Reigniting the ‘good’ education debate in an age of diversity. Poster session presented at the meeting of Philosophy of Education Society of Australasia (PESA). 2024 Ma, T., Tellegen, C. L., Hodges, J., Boyle, C., & Sanders, M. R. (2024). Preparing parents to be partners in children’s education: Examining the spillover effects of school-based implementation of evidence-based parenting program. Poster session presented at the meeting of Australian Association for Research in Education Conference. Sydney, Australia. 2024 Ma, T., & Boyle, C. (2024). Evaluating the effectiveness of a Triple P seminar series in Australian primary schools: Findings from a cluster randomised trial. Poster session presented at the meeting of Australian Association for Research in Education Conference. 2024 Boyle, C., Sanders, M. R., Ma, T., & Hodges, J. (2024). Findings from a Large-scale Evaluation of a Low-intensity, Parenting Seminars Series in Australian Schools. Poster session presented at the meeting of European Conference on Educational Research. Limassol, Cyprus. 2023 Boyle, C. (2023). Development of the Teacher Attitude to inclusion Scale. Poster session presented at the meeting of https://www.earli.org/assets/files/EARLI2023-BOA-280823.pdf. Thessalonica, Greece. -
Report for External Bodies
Year Citation 2021 Boyle, C., Stentiford, L., Koutsouris, G., Jindal-Snape, D., Benham-Clarke, S., & Salazar Rivera, J. (2021). A systematic literature review to understand the structures and processes that influence research activities in the UK. London, UK: British Educational Research Association. -
Preprint
Year Citation 2022 Boyle, C., Allen, K. -A., Barrell, C., & Pahlevansharif, S. (2022). Primary and Secondary Pre-Service Teachers’ Attitudes towards Inclusive Education.
DOI
2022 Chief Investigator. Preparing for Parenting in a Post-Pandemic world - School seminars to skill parents and teachers to support the wellbeing, behaviour and self-regulation of students. Cat. 1 Commonwealth Department of Education ($1.2million)
EDUC 7031 Education Major Project
EDUC 7555 Education for Inclusion
EDUC 7071 Contemporary Issues in Wellbeing Education
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2025 Co-Supervisor Mental Health Training in Pre-Service Teacher Education: Exploring current gaps and identifying scalable solutions Master of Philosophy (Medical Science) Master Full Time Mrs Amoriette Perez Castro 2024 Co-Supervisor Enhancing Student Well-Being Through Effective Feedback in Oral Presentation in Higher Education Doctor of Philosophy Doctorate Full Time Ms Shu Pan 2024 Principal Supervisor The frustration of learners and teachers' basic psychological needs and its effect on students' engagement Doctor of Philosophy Doctorate Full Time Mr Ahmed Alharfi 2023 Co-Supervisor An Investigation of Factors Predicting Students' Numeracy in Upper and Lower Primary in Indonesia Doctor of Philosophy Doctorate Full Time Ms Yulia Linguistika 2023 Co-Supervisor Formulation of Well-being Model and Instrument Based on Balinese Philosophy Doctor of Philosophy Doctorate Full Time Mr I Putu Abdi Bhuwana 2023 Co-Supervisor Preparing for Tomorrow's Remote Learning: Voices of Students, Parents, and Teachers on Their COVID-19 Experiences in Central China Doctor of Philosophy Doctorate Part Time Mengyuan He 2022 Co-Supervisor An investigation of Chinese university students' wellbeing Doctor of Philosophy Doctorate Part Time Miss Jiachen Teng 2022 Co-Supervisor A study of South Australian Independent Schools programs in values education and their perceived impacts on student wellbeing Doctor of Philosophy Doctorate Part Time Mr Shaun Malcolm Oakey -
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2022 - 2025 Co-Supervisor Critical Thinking evident when students listen to and speak English as an Additional Language in Indonesian high school classes Doctor of Philosophy Doctorate Full Time Mr Ricky Fernandes
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Committee Memberships
Date Role Committee Institution Country 2023 - ongoing Board Member Academic Board University of Adelaide Australia 2022 - ongoing Member Australian Association for Research in Education (AARE) Executive Australian Association for Research in Education (AARE) Australia -
Memberships
Date Role Membership Country 2023 - ongoing Advisory Board Member Life Courses Centre, University of Queensland Australia 2022 - ongoing Member Pacific Research in Inclusive and Specialist Education (PRISE) Australia 2022 - ongoing Member Parent and Family Research Alliance (PAFRA) Australia 2021 - ongoing Member British Educational Research Association United Kingdom 2018 - ongoing Member Global Belonging Collaborative (Monash University) Australia -
Community Engagement
Date Title Engagement Type Institution Country 2022 - 2022 Keynote: Inclusion in Reality Public Community Engagement Pembroke School, Adelaide Australia -
Consulting/Advisories
Date Institution Department Organisation Type Country 2023 - ongoing Media Centre for Education Research Australia Educational Research Advisory Panel Scientific research Australia -
Editorial Boards
Date Role Editorial Board Name Institution Country 2025 - ongoing Associate Editor International Journal of Disability, Development and Education University of Queensland Australia 2025 - ongoing Associate Editor Psychology in the Schools University of California, Santa Barbara United States 2021 - ongoing Editor-In-chief Journal of Belonging and Human Connection Brill Publishers Australia 2020 - ongoing Associate Editor Educational and Developmental Psychologist Australian Psychological Society Australia 2017 - ongoing Board Member The Journal of Research in Special Educational Needs National Association of Special Educational Needs United Kingdom 2012 - 2022 Board Member Educational and Child Psychology British Psychological Society United Kingdom 2012 - 2017 Editor-In-chief The Educational and Developmental Psychologist The Australian Psychological Society Australia -
Offices Held
Date Office Name Institution Country 2024 - ongoing Chair of the Human Research Ethics Committee University of Adelaide Australia 2023 - 2024 Associate Head of School (Research) University of Adelaide Australia -
Review, Assessment, Editorial and Advice
Date Title Type Institution Country 2022 - ongoing Assessor - ARC National Competitive Grants Programme Grant Assessment Australian Research Council Australia
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