Professor Chris Boyle

• 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

  Educational Psychology Special Education and Disability Specialist Studies in Education Inclusive education Poverty, inclusivity and wellbeing Developmental & Child Psychology

• 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. DOI
  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. DOI
  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. DOI
  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. DOI
  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. DOI Scopus1 WoS1
  2024	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. DOI Scopus1 WoS1
  2024	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. DOI Scopus3 WoS1
  2024	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. DOI
  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. DOI Scopus10 WoS9
  2024	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. DOI Scopus7 WoS5
  2024	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. DOI Scopus7 WoS8
  2023	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. DOI Scopus8 WoS6
  2023	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. DOI Scopus4 WoS3
  2023	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. DOI Scopus9 WoS5
  2022	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. DOI Scopus12 WoS11 Europe PMC9
  2022	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. DOI Scopus10 WoS9
  2022	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. DOI Scopus3 WoS3
  2022	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. DOI Scopus17 WoS14
  2022	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. DOI Scopus2 WoS3
  2022	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. DOI Scopus12 WoS10 Europe PMC8
  2021	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. DOI Scopus7 WoS5
  2021	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. DOI Scopus11 WoS11 Europe PMC8
  2021	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. DOI Scopus4 WoS3
  2021	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. DOI Scopus1 Europe PMC1
  2021	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. DOI Scopus2 WoS4 Europe PMC2
  2021	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. DOI Scopus64 WoS46
  2020	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. DOI Scopus9 WoS7 Europe PMC8
  2020	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. DOI Scopus10 WoS10 Europe PMC12
  2020	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. DOI Scopus6 WoS6 Europe PMC3
  2020	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. DOI Scopus7 WoS7
  2020	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. DOI Scopus3 WoS4 Europe PMC3
  2020	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. DOI Scopus7 WoS5 Europe PMC4
  2020	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. DOI Scopus8 WoS8 Europe PMC7
  2020	Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. DOI Scopus49
  2019	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. Scopus19
  2019	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. DOI Scopus22 WoS21 Europe PMC16
  2019	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. DOI Scopus27 WoS20
  2019	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. DOI Scopus55 WoS42
  2019	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. DOI Scopus25 WoS22
  2019	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. DOI Scopus34
  2019	Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7. DOI Scopus10
  2018	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. DOI Scopus2 WoS2 Europe PMC1
  2018	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. DOI Scopus34 WoS29 Europe PMC24
  2018	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. DOI Scopus3 WoS2 Europe PMC3
  2018	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. DOI Scopus3
  2018	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. DOI Scopus33 WoS23 Europe PMC18
  2017	Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79. Scopus19
  2017	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. Scopus27
  2017	Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8. Scopus2
  2017	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. DOI Scopus1167 WoS983 Europe PMC635
  2017	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. DOI Scopus11 WoS6
  2017	Boyle, C. (2017). Progressive Educational and Developmental Psychology. Educational and Developmental Psychologist, 34(1), i-ii. DOI
  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. DOI Scopus83 WoS65
  2017	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. DOI
  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. DOI Scopus4 WoS2
  2016	Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111. DOI Scopus1 WoS1
  2016	Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv. DOI Scopus5
  2016	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. DOI Scopus14 WoS9
  2016	McKay, K., & Boyle, C. (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713. DOI
  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. DOI Scopus622 WoS209 Europe PMC334
  2015	Boyle, C. (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1), iii. DOI
  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. DOI Scopus18 WoS16 Europe PMC13
  2015	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. DOI Scopus19 WoS17
  2015	Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3. DOI Scopus18 WoS10
  2015	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. DOI Scopus30 WoS22
  2015	Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. DOI Scopus87 WoS61
  2015	Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298. DOI Scopus44 WoS34
  2015	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. DOI Scopus2 WoS1
  2015	Boyle, C. (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii. DOI
  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. DOI Scopus67 WoS48
  2014	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. DOI Scopus45 WoS37
  2014	Boyle, C. (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1), III. DOI
  2014	Boyle, C. (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2), 158. DOI
  2014	Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337. DOI Scopus85 WoS69
  2014	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. DOI Scopus11 WoS7
  2014	Boyle, C. (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv. DOI Scopus1
  2014	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. DOI WoS12 Europe PMC6
  2013	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. DOI WoS2 Europe PMC1
  2013	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. DOI Scopus159 WoS119
  2013	Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143. DOI Scopus67 WoS43
  2013	Boyle, C. (2013). The future is bright: The future is educational and developmental psychology. Australian Educational and Developmental Psychologist, 30(1), ii-iii. DOI
  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. DOI Scopus2
  2012	Boyle, C. (2012). Australian Educational Psychology With an International Focus. Australian Educational and Developmental Psychologist, 29(1), ii. DOI
  2012	Boyle, C. (2012). Vygotsky's legacy: a foundation for research and practise. EDUCATIONAL PSYCHOLOGY, 32(5), 679-680. DOI
  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. DOI Scopus61 WoS42
  2011	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. DOI Scopus52 WoS33
  2011	Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia Pacific Journal of Teacher Education, 39(3), 211-222. DOI Scopus60 WoS39
  2011	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. DOI WoS72
  2011	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. DOI WoS113
  2010	Boyle, C., & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73. DOI Scopus2 WoS2
  2009	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. DOI Scopus38 WoS25
  2009	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. DOI
  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. DOI
  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. DOI Scopus28 WoS24 Europe PMC9
  2008	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. DOI Scopus38 WoS32
  2008	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. DOI Scopus99 WoS71
  2007	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 WoS16
  2007	Boyle, C. (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law, (OCT.), 1423-1434. Scopus2
  2007	Boyle, C. (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44. DOI Scopus14
  2007	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. DOI
  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. DOI WoS219
  2005	Taylor, A. J. N., Cullinan, P., Burge, P. S., Nicholson, P., & Boyle, C. (2005). BOHRF guidelines for occupational asthma. THORAX, 60(5), 364-366. DOI 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. DOI
  2023	Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature. DOI
  2023	White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore. DOI Scopus2
  2023	White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore. DOI Scopus2
  2020	Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL. DOI
  2020	Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL. DOI
  2018	Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL. DOI Scopus23
  2018	Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL. DOI Scopus23
  2015	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 Scopus4
  2013	Boyle, C. (2013). Student learning: Improving practice. Scopus1
  2012	Boyle, C., & Topping, K. (2012). What Works In Inclusion?. McGraw-Hill Education (UK).

• Book Chapters

  Year	Citation
  2024	Allen, K. -A., McGlinchey, C., Boyle, C., Wong, D., Lan, M., & Chan, T. (2024). The integral role of parents in fostering a sense of belonging for school-aged children. In C. Devaney, & R. Crosse (Eds.), International Perspectives on Parenting Support and Parental Participation in Children and Family Services (pp. 83-103). USA: Routledge (Taylor & Francis). DOI
  2023	Allen, K. -A., Morris, Z., Boyle, C., & Kern, M. (2023). Social support and the need to belong: Implications for QAnon. In M. K. Miller (Ed.), The Social Science of QAnon. A New Social and Political Phenomenon. Cambridge, UK: Cambridge University Press.
  2023	Boyle, C., & Collett, K. (2023). The importance of children and young people’s voices in debates on inclusive education. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education : Leveraging, Belonging, Inclusion, and Equity (Vol. Part F2700, 1 ed., pp. 219-229). Singapore: Springer Nature. DOI
  2023	Boyle, C., Costello, S., & Allen, K. -A. (2023). The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education. Leveraging Belonging, Inclusion, and Equity (Vol. Part F2700, 1 ed., pp. 41-50). Springer: Springer Nature. DOI Scopus2
  2023	Boyle, C., Allen, K. -A., Bleeze, R., Bozorg, B., & Sheridan, K. (2023). Enhancing positive wellbeing in schools: The relationship between inclusion and belonging. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 371-384). Singapore: Springer. DOI Scopus4
  2023	Anderson, J., Page, A., & Boyle, C. (2023). At the Nexis of Schooling: The Conflict Between “Special” and “Inclusive” Education. In C. Boyle, & K. A. Allen (Eds.), Research for Inclusive Quality Education (Vol. Part F2700, pp. 259-270). Springer Nature Singapore. DOI
  2023	Allen, K. -A., Leahy, D., Patlamazoglou, L., Bristow, C., McGlinchey, C., & Boyle, C. (2023). Belonging, identity, inclusion, and togetherness: The lesser-known social benefits of food for children and young people. In K. -A. Allen, D. Leahy, L. Patlamazoglou, C. Bristow, C. McGlinchey, & C. Boyle (Eds.), Food Futures in Education and Society (pp. 145-156). Routledge. DOI Scopus2
  2023	Johan Øgaard, M., Boyle, C., & Lauchlan, F. (2023). What Norwegian Individuals Diagnosed with Dyslexia, Think and Feel About the Label “Dyslexia”. In Z. Romano, & R. Ballard (Eds.), Sustainable Development Goals Series (Vol. Part F2700, pp. 99-112). Springer Nature Singapore. DOI
  2023	Allen, K. A., & Boyle, C. (2023). The Inclusive Paradox: The Lived Experience Versus the Theory. In Sustainable Development Goals Series (Vol. Part F2700, pp. 309-313). Springer Nature Singapore. DOI Scopus1
  2023	Allen, K. A., Boyle, C., Sharma, U., Patlamazoglou, L., Pentaris, P., Grové, C., . . . May, F. (2023). Belonging as a Core Construct at the Heart of the Inclusion Debate, Discourse, and Practice. In Z. Romano, & R. Ballard (Eds.), Sustainable Development Goals Series (Vol. Part F2700, pp. 271-288). Springer Nature Singapore. DOI Scopus3
  2023	Allen, K. A., Boyle, C., Wong, D., Johnson, R., & May, F. (2023). School belonging as an essential component of positive psychology in schools. In J. Burke, & A. Giraldez-Hayes (Eds.), Applied Positive School Psychology (1 ed., pp. 159-172). Abingdon, Oxon: Routledge. DOI Scopus4
  2023	Boyle, C., & Allen, K. -A. (2023). Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (Vol. Part F2700, 1 ed., pp. 1-9). Springer Nature. DOI Scopus1
  2023	Boyle, C., & Allen, K. -A. (2023). Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (Vol. Part F2700, 1 ed., pp. 1-9). Springer Nature. DOI Scopus1
  2023	Allen, K. -A., Boyle, C., & Barrell, C. (2023). Issues in primary and secondary pre-service teachers’ attitudes towards inclusive education.. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education: Leveraging, Belonging, Inclusion, and Equity (Vol. Part F2700, pp. 29-40). Springer Nature Singapore. DOI Scopus4
  2023	Allen, K. -A., Boyle, C., & Barrell, C. (2023). Issues in primary and secondary pre-service teachers’ attitudes towards inclusive education.. In C. Boyle, & K. -A. Allen (Eds.), Research for Inclusive Quality Education: Leveraging, Belonging, Inclusion, and Equity (Vol. Part F2700, pp. 29-40). Springer Nature Singapore. DOI Scopus4
  2023	Boyle, C., Allen, K. -A., & Grembecki, J. (2023). Teacher attitudes to inclusive education in Australia. In C. Boyle, & K. -A. Allen (Eds.), Inclusion, Belonging and Equity: Research for Sustainable Quality Education (Vol. Part F2700, 1 ed., pp. 13-28). Singapore: Springer Nature. DOI Scopus2
  2023	Boyle, C., Allen, K. -A., & Grembecki, J. (2023). Teacher attitudes to inclusive education in Australia. In C. Boyle, & K. -A. Allen (Eds.), Inclusion, Belonging and Equity: Research for Sustainable Quality Education (Vol. Part F2700, 1 ed., pp. 13-28). Singapore: Springer Nature. DOI Scopus2
  2022	Allen, K. -A., Boyle, C., Kern, M. L., Wong, D., & McCahey, A. (2022). Helping Those that Don’t Fit: Impacts, Causes, and Solutions for Students Who Don’t Feel Like They Belong at School. In A. J. Holliman, & K. Sheehy (Eds.), Overcoming Adversity in Education (1 ed., pp. 114-125). London: Routledge. DOI
  2022	Allen, K. -A., & Boyle, C. (2022). School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes. In A. L. Reschly, & S. Christenson (Eds.), Handbook of Research on Student Engagement (2 ed., pp. 133-154). Berlin/Heidelberg, Germany: Springer. DOI Scopus13
  2022	Linzarini, A., Budgen, S., Merkley, R., Gaab, N. R., Siegel, L., Aldersey, H., . . . et al.,. (2022). Identifying and supporting children with learning. In A. K. Duraiappah, N. M. van Atteveldt, G. Borst, S. Bugden, O. Ergas, T. Gilead, . . . E. A. Vickers (Eds.), Reimagining Education: The International Science and Evidence based Education Assessment (pp. 356-449). New Delhi: UNESCO.
  2022	Allen, K. -A., Riley, K., Gowing, A., Lim, M., Boyle, C., Vota, R., . . . Ammermann, M. (2022). Coming Together: A Comprehensive Overview of the Transdisciplinary Perspectives of School Belonging. In K. -A. Allen, M. J. Furlong, D. Vella-Broderick, & S. M. Suldo (Eds.), Handbook of Positive Psychology in Schools: Supporting Process and Practice (3 ed., pp. 246-266). New York: Routledge. DOI Scopus5
  2021	Boyle, C., & Anderson, J. (2021). Inclusive education and the progressive inclusionists. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 883-894). Oxford, UK: Oxford University Press. DOI
  2021	Gamble, N., & Boyle, C. (2021). Appropriate staff and student relationships policy. In K. -A. Allen, A. reuperet, & L. Oades (Eds.), Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders (pp. 88-94). New York, USA: Routledge.
  2021	Boyle, C., Koutsouris, G., Salla Mateu, A., & Anderson, J. (2021). The matter of ‘evidence’ in the inclusive education debate. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 1041-1054). New York: Oxford University Press. DOI
  2020	Allen, K. -A., Boyle, C., & Lauchlan, F. (2020). Using social skills training to enhance inclusion for students with ASD in mainstream schools. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 202-215). Netherlands: Brill. DOI Scopus3
  2020	Allen, K. -A., Boyle, C., & Lauchlan, F. (2020). Using social skills training to enhance inclusion for students with ASD in mainstream schools. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 202-215). Netherlands: Brill. DOI Scopus3
  2020	Jindal-Snape, D., Mays, D., & Boyle, C. (2020). Transitions of children with additional support needs across stages. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 163-178). Netherlands: Brill. DOI Scopus4
  2020	Jindal-Snape, D., Mays, D., & Boyle, C. (2020). Transitions of children with additional support needs across stages. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 163-178). Netherlands: Brill. DOI Scopus4
  2020	Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (2020). The Perpetual Dilemma of Inclusive Education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 253-256). Leiden, Netherlands: BRILL. DOI Scopus12
  2020	Anderson, J., Boyle, C., Page, A., & Mavropoulou, S. (2020). Inclusive Education: An Enigma of ‘Wicked’ Proportions. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 1-11). Leiden, Netherlands: BRILL. DOI Scopus3
  2020	Anderson, J., & Boyle, C. (2020). Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (Vol. 45, pp. 15-34). The Netherlands: BRILL. DOI Scopus12
  2020	Anderson, J., & Boyle, C. (2020). ‘Good’ Education in a Neo-Liberal Paradigm. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive Education: Global Issues and Controversies (pp. 35-57). The Netherlands: BRILL. DOI
  2020	Boyle, C., & Anderson, J. (2020). The importance of teacher attitudes to inclusive education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 127-146). Leiden, Netherlands: Brill. DOI Scopus43
  2020	Boyle, C., & Anderson, J. (2020). The importance of teacher attitudes to inclusive education. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 127-146). Leiden, Netherlands: Brill. DOI Scopus43
  2020	Gaintza, Z., Darretxe, L., & Boyle, C. (2020). Understanding Inclusive Education in the Basque Country. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 234-249). Netherlands: Brill. DOI Scopus2
  2020	Gaintza, Z., Darretxe, L., & Boyle, C. (2020). Understanding Inclusive Education in the Basque Country. In C. Boyle, J. Anderson, A. Page, & S. Mavropoulou (Eds.), Inclusive education: Global issues & controversies (Vol. 45, 1 ed., pp. 234-249). Netherlands: Brill. DOI Scopus2
  2020	Anderson, J., & Boyle, C. (2020). 'Good' Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations. In C. Boyle, A. Page, & S. Mavropoulou (Eds.), Studies in Inclusive Education (Vol. 45, pp. 35-57). Brill. DOI
  2018	Allen, K. A., & Boyle, C. (2018). THE VARIED PATHWAYS TO BELONGING: An Introduction to School Belonging. In Pathways to Belonging: Contemporary Research in School Belonging (pp. 1-4). BRILL. DOI Scopus2
  2018	Mays, D., Franke, S., Metzner, F., Boyle, C., Jindal-Snape, D., Schneider, L., . . . Wichmann, M. (2018). SCHOOL BELONGING AND SUCCESSFUL TRANSITION PRACTICE: Academic Self-Concept, Belonging, and Achievement Motivation in Primary School Students. In K. -A. Allen, & C. Boyle (Eds.), Pathways to Belonging: Contemporary Research in School Belonging (pp. 167-187). Leiden, The Netherlands: BRILL. DOI Scopus8
  2018	Boyle, C., & Allen, K. A. (2018). THE PATH LEAST FOLLOWED: Moving into the Future of School Belonging Research and towards Clearer Interventions. In Pathways to Belonging: Contemporary Research in School Belonging (pp. 219-224). BRILL. DOI Scopus3
  2018	Roffey, S., & Boyle, C. (2018). Belief, Belonging and the Role Of Schools In Reducing the Risk Of Home-Grown Extremism. In K. -A. Allen, & C. Boyle (Eds.), Pathways to Belonging: Contemporary Research in School Belonging (pp. 149-165). Leiden, The Netherlands: BRILL. DOI Scopus7
  2014	Boyle, C. (2014). 'What's the score' with school psychology: Do we carry on regardless or is there any added value?. In T. Corcoran (Ed.), Psychology in Education Critical Theory Practice (pp. 83-94). SensePublishers. DOI
  2014	Boyle, C. (2014). Professional and interprofessional ethical considerations for practising psychologists in Australia. In Exploring the Dynamics of Personal Professional and Interprofessional Ethics (pp. 167-184). Policy Press. DOI Scopus1
  2014	Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 23-34). Sense Publishers. DOI Scopus104
  2014	Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 23-34). Sense Publishers. DOI Scopus104
  2014	Boyle, C., Zhang, H., & Chan, P. W. K. (2014). Closing the gap: The move to equality in education. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 217-222). Sense Publishers. DOI
  2014	Boyle, C., Zhang, H., & Chan, P. W. K. (2014). Closing the gap: The move to equality in education. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 217-222). Sense Publishers. DOI
  2014	Zhang, H., Chan, P. W. K., & Boyle, C. (2014). Opening Pandora's box: Exploring inequalities in education. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 1-6). Sense Publishers. DOI Scopus1
  2014	Zhang, H., Chan, P. W. K., & Boyle, C. (2014). Opening Pandora's box: Exploring inequalities in education. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 1-6). Sense Publishers. DOI Scopus1
  2014	Boyle, C., & Heimans, S. (2014). Take action or do nothing: The educational dilemma of the teacher. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 51-57). Sense Publishers. DOI
  2014	Boyle, C., & Heimans, S. (2014). Take action or do nothing: The educational dilemma of the teacher. In H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 51-57). Sense Publishers. DOI
  2013	Boyle, C. (2013). Introduction: Improving learning and participation in the 21st century educational environment. In Unknown Book (pp. xiii-xv).
  2013	Koles, J. E., & Boyle, C. (2013). Future direction of attribution retraining for students with learning difficults: A review. In Student Learning Improving Practice (pp. 13-29). Scopus6
  2013	Boyle, C. (2013). Labelling in special education: Where do the benefits lie?. In Routledge International Companion to Educational Psychology (pp. 213-221). DOI Scopus20
  2013	Boyle, C., & Lauchlan, F. (2013). A comparative overview of educational psychology across continents. In Routledge International Companion to Educational Psychology (pp. 31-40). DOI Scopus6
  2012	Boyle, C. (2012). Teachers make inclusion successful - positive perspectives on inclusion. In C. Boyle, & K. Topping (Eds.), What works in inclusion? (1 ed., pp. 98-109). UK: Open University Press.
  2012	Boyle, C. (2012). Teachers make inclusion successful - positive perspectives on inclusion. In C. Boyle, & K. Topping (Eds.), What works in inclusion? (1 ed., pp. 98-109). UK: Open University Press.
  -	Boyle, C. (n.d.). A Comparative Overview of Educational Psychology Across Continents. In The Routledge International Companion to Educational Psychology. Routledge. DOI

• 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

EDUC 7031 Education Major Project

EDUC 7555 Education for Inclusion

EDUC 7071 Contemporary Issues in Wellbeing Education

• 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

• 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

• Position: Professor
• Phone: 83134397
• Email: chris.boyle@adelaide.edu.au
• Campus: North Terrace
• Building: Nexus 10, floor 8
• Org Unit: School of Education