Editorial.
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| Title: | Editorial. |
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| Authors: | Jones, Siân E. (AUTHOR), Kempers, Kay (AUTHOR), Cartmell, Kat (AUTHOR), Kington, Alison (AUTHOR), Holliman, Andrew (AUTHOR) |
| Source: | Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p2-3. 2p. |
| Subjects: | School bullying, Public health, School responsibility, Vocational interests, Means of communication for people with disabilities, Special education, Artificial intelligence in education, Educational planning |
| Abstract: | This article provides an overview of the 2026 Open Dialogue edition of The Psychology of Education Review (PER), focusing primarily on bullying in schools as a significant public health issue. Initiated by Dr. Julia Badger from the University of Oxford, the dialogue emphasizes the importance of whole-school responsibility and pupil-driven, evidence-based strategies to reduce bullying, accompanied by diverse expert responses. Additionally, the issue includes four research papers addressing special education teachers’ experiences with augmentative and alternative communication (AAC), the impact of artificial intelligence on critical thinking in higher education, adolescents’ career aspirations, and disparities in participation in the Extended Project Qualification (EPQ). The article also announces the upcoming 2026 Psychology of Education Section Annual Conference at the University of Manchester, themed "Emotions in Education," inviting submissions and participation from the academic community. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article provides an overview of the 2026 Open Dialogue edition of The Psychology of Education Review (PER), focusing primarily on bullying in schools as a significant public health issue. Initiated by Dr. Julia Badger from the University of Oxford, the dialogue emphasizes the importance of whole-school responsibility and pupil-driven, evidence-based strategies to reduce bullying, accompanied by diverse expert responses. Additionally, the issue includes four research papers addressing special education teachers’ experiences with augmentative and alternative communication (AAC), the impact of artificial intelligence on critical thinking in higher education, adolescents’ career aspirations, and disparities in participation in the Extended Project Qualification (EPQ). The article also announces the upcoming 2026 Psychology of Education Section Annual Conference at the University of Manchester, themed "Emotions in Education," inviting submissions and participation from the academic community. [Extracted from the article] |
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| ISSN: | 14639807 |
| DOI: | 10.53841/bpsper.2026.50.1.2 |
