Professor Chris Boyle

• Education

  Date	Institution name	Country	Title
  2009	University of Dundee	Scotland	PhD
  2003	University of Strathclyde	Scotland	MSc Ed Psych
  2001	Open University	United Kingdom	BA
  1998	University of Strathclyde	Scotland	MSc
  1998	University of Glasgow	Scotland	PGCE
  1996	University of Glamorgan	Wales	BSc(Hons)

• 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

• Journals

  Year	Citation
  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 Scopus2 WoS2
  2023	Faruk, O. F., Boyle, C., Allen, K. -A., Chowdhury, K. U. A. C., Bari, N., Alam, M. R., . . . Adams, B. (2023). 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.
  2023	Salazar Rivera, J., Alsaadi, N., Parra-Esquivel, E. I., Morris, C., & Boyle, C. (2023). A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings. Journal of Occupational Therapy, Schools, & Early Intervention, 1-25. DOI
  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 Scopus4 WoS4 Europe PMC2
  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 Scopus3 WoS4
  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
  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
  2022	Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K. -A. (2022). Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis. International Journal of Inclusive Education, 13, 1-16. DOI Scopus1 WoS1
  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
  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 Scopus7 WoS6 Europe PMC2
  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 Scopus3
  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 Scopus9 WoS9 Europe PMC3
  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 Scopus1 WoS1
  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
  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 WoS1
  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 Scopus41 WoS30
  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 Scopus6 Europe PMC3
  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 Scopus7 WoS5 Europe PMC7
  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 Scopus5 WoS5 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 Scopus6
  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 Scopus2 WoS2 Europe PMC1
  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 Scopus5 WoS5 Europe PMC3
  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), e12344. DOI Scopus6 Europe PMC4
  2020	Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217. DOI Scopus14
  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. Scopus8
  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 Scopus13 WoS11 Europe PMC8
  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 Scopus15 WoS14
  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 Scopus23 WoS17
  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 Scopus14 WoS11
  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. Scopus8
  2019	Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7. Scopus5
  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 Scopus1
  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 Scopus15 WoS11 Europe PMC8
  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 Europe PMC1
  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 Scopus1
  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 Scopus22 WoS14 Europe PMC10
  2017	Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79. Scopus10
  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. Scopus15
  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 Scopus739 WoS610 Europe PMC264
  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 Scopus10
  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
  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
  2016	Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111. DOI
  2016	Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv. DOI Scopus2
  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 Scopus10 WoS6
  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 Scopus413 WoS185 Europe PMC132
  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 Scopus12 WoS11 Europe PMC6
  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 Scopus16 WoS15
  2015	Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3. DOI Scopus13
  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 Scopus19 WoS16
  2015	Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. DOI Scopus56
  2015	Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298. DOI Scopus34 WoS29
  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 Scopus52 WoS42
  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 Scopus38
  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 Scopus67 WoS57
  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 Scopus8
  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 WoS11 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 WoS1 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 Scopus111 WoS87
  2013	Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143. DOI Scopus50
  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 Scopus44 WoS34
  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 Scopus43
  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 Scopus53 WoS38
  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
  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 Scopus33
  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 Scopus20 WoS18 Europe PMC4
  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 Scopus36 WoS30
  2007	Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42. DOI Scopus84
  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. Scopus23
  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. Scopus13
  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	Rae, T. (2006). Good Choices: Teaching Young People Aged 8 to 11 to Make Positive Decisions about Their Own Lives. DOI
  -	Ganshorn, H. (n.d.). Denying to the Grave: Why We Ignore the Facts that Will Save Us. Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada, 38(2), 51-52. DOI
  -	Boyle, C., Allen, K. -A., Barrell, C., & Pahlevansharif, S. (n.d.). Primary and Secondary Pre-Service Teachers’ Attitudes towards Inclusive Education. DOI

• 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.
  2023	Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature.
  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 Scopus6
  2018	Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL. DOI Scopus6
  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. SensePublishers. DOI Scopus3
  2013	Boyle, C. (2013). Student learning: Improving practice.
  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). 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	Collett, K., & Boyle, C. (2023). The Importance of Children and Young People’s Voices in Debates on Inclusive Education. In Research for Inclusive Quality Education (pp. 219-229). Springer Nature Singapore. DOI
  2023	Collett, K., & Boyle, C. (2023). The Importance of Children and Young People’s Voices in Debates on Inclusive Education. In Research for Inclusive Quality Education (pp. 219-229). Springer Nature Singapore. 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 Research for Inclusive Quality Education (pp. 41-50). Springer Nature Singapore. 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 Research for Inclusive Quality Education (pp. 41-50). 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
  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 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 (1 ed., pp. 1). Springer Nature. DOI
  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 (1 ed., pp. 1). Springer Nature. DOI
  2023	Boyle, C., Allen, K. -A., & Barrell, C. L. (2023). Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education. In Research for Inclusive Quality Education (pp. 29-40). Springer Nature Singapore. DOI
  2023	Boyle, C., Allen, K. -A., & Barrell, C. L. (2023). Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education. In Research for Inclusive Quality Education (pp. 29-40). Springer Nature Singapore. DOI
  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 (1 ed., pp. 13-28). Singapore: Springer Nature. DOI
  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 (1 ed., pp. 13-28). Singapore: Springer Nature. DOI
  2022	Allen, K. -A., Boyle, C., Kern, M. L., Wong, D., & McCahey, A. (2022). Helping those who don't fit. In Overcoming Adversity in Education (pp. 114-125). 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 Scopus1
  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 Scopus2
  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 (1 ed., pp. 202-215). Netherlands: Brill. 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 (1 ed., pp. 202-215). Netherlands: Brill. DOI
  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 (1 ed., pp. 163-178). Netherlands: Brill. DOI
  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 (1 ed., pp. 163-178). Netherlands: Brill. DOI
  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 (pp. 253-256). Leiden, Netherlands: BRILL. DOI
  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 (pp. 1-11). Leiden, Netherlands: BRILL. DOI
  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
  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 (1 ed., pp. 127-146). Leiden, 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 (1 ed., pp. 127-146). Leiden, Netherlands: Brill. DOI
  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
  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
  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 Scopus1
  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 Scopus6
  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 Scopus5
  2014	Boyle, C. (2014). 'What's the score' with school psychology: Do we carry on regardless or is there any added value?. In 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 Scopus59
  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 Scopus59
  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 21<sup>st</sup> century educational environment.
  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 The Routledge International Companion to Educational Psychology (pp. 213-221). DOI Scopus13
  2013	Boyle, C., & Lauchlan, F. (2013). A comparative overview of educational psychology across continents. In The Routledge International Companion to Educational Psychology (pp. 31-40). DOI Scopus5
  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.

• 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.

EDUC 7031 Education Major Project

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
  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	Full 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	An investigation of facilitating critical thinking in English language classes when speaking and listening are practised in an Indonesian senior high school	Doctor of Philosophy	Doctorate	Full Time	Mr Ricky Fernandes
  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

• 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
  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
  2023 - ongoing	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