Building Better Schools with Evidence-based Policy

Kelly-Ann Allen is a board-endorsed Educational and Developmental Psychologist and senior lecturer within the School of Education, Monash University (Educational Psychology and Inclusion). Kelly-Ann is a Senior Fellow (Honorary) of the Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, and is the inaugural director and founder of the International Belonging Research Laboratory and Global Belonging Collaborative, which represents a large group of belonging researchers from around the world. She is the Editor-in-Chief of the Educational and Developmental Psychologist and The Journal of Belonging and Human Connection.Andrea Reupert is a Professor at Monash University, Clayton and Director of Psychological Programs at the Krongold Clinic. Andrea’s area of expertise is in the promotion of young people’s mental health and the role of schools and other services in mental health promotion, prevention, and early intervention. Along with her team, and in consultation with parents and children, she has developed various evidence-based interventions for families and other professional development resources for various practitioners, including teachers. Lindsay Oades is a Professor and Director of the Centre for Positive Psychology at the Melbourne Graduate School of Education, The University of Melbourne, Australia. With over 130 publications, Lindsay’s research and scholarship in wellbeing science spans the health, organizational, and education sectors. He is currently a coordinating lead author on a UNESCO Education Assessment examining the relationship between education and flourishing.

• Chapter 1. Implementing School Policy Effectively. Chapter 2. Reading Instruction and Support. Chapter 3. Student Wellbeing Interventions and Implementation. Chapter 4. Load Reduction Instruction Policy. Chapter 5. Personalised Wellbeing Planning. Chapter 6. Play Policy Framework for Schools. Chapter 7. Excellence in Indigenous Education. Chapter 8. Alcohol and Other Drug Use. Chapter 9. Feedback for Learning. Chapter 10. Activity Participation Policy. Chapter 11. Embedded Careers Education. Chapter 12. Appropriate Staff and Student Relationships Policy. Chapter 13. Self-injury Response and Intervention Policy. Chapter 14. School Trauma-Informed Practice Policy. Chapter 15. Mental Health Promotion Policy. Chapter 16. Applying the Science of Learning in the Classroom. Chapter 17. Catering for Gifted and Talented Students in the Regular Classroom. Chapter 18. Teachers' Use of Digital Technologies. Chapter 19. School Belonging Policy. Chapter 20. Apps for Secondary School Student Mental Health and Wellbeing. Chapter 21. School Cultural Congruity. Chapter 22. Inclusive Education for Students from Refugee or Migrant Backgrounds. Chapter 23. Teacher Wellbeing. Chapter 24. The Use of Digital Devices in the Classroom. Chapter 25. Transgender and Non-binary Students, Staff, and Family Members in Schools. Chapter 26. Family Engagement. Chapter 27. A Whole School Approach to Preventing and Managing Bullying. Chapter 28. Policy Framework for the Use of Therapy Dogs in Educational Settings. Chapter 29. Establishing Effective School and Community Collaborations to Prevent Student Homelessness. Chapter 30. Responding to Students Living with Domestic and Family Violence. Chapter 31. Promoting Educational Equity for Students from Socioeconomically Disadvantaged Backgrounds. Chapter 32. Using Research Evidence to Improve Practice. Chapter 33. Declaring a Climate Emergency. Chapter 34. Entrepreneurial Learning and Student-driven Learning. Chapter 35. Screening and Assessment of Learning. Chapter 36. Strengths-Based Approaches for Assessing Student Well-Being. Chapter 37. Data-based assessment of psychological well-being in whole school environments. Chapter 38. School-Based Empathy Policy: A holistic approach. Chapter 39. Raising Awareness and Understanding of Superdiversity in the classroom. Chapter 40. School Policy Development and Creation

When Dr Kelly-Ann Allen first mentioned the Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders project as a resource for educators, it was difficult to imagine how the diverse issues could be addressed to make the volume both accessible and relevant to a world-wide audience. Dr Allen, Professor Andrea Reupert, and Lindsay Oades have made it happen. Whilst unique in concept it is universal in application. With prominent researchers and educators making their specialist contributions on a range of big topics that address, for example, climate emergency, whole school approaches to policy, and assessment of wellbeing of individuals, the forty chapters bring to light the many issues that occupy educators’ minds. Significant topics are addressed and supported by research evidence and experience in the field. The no-cost ready accessibility of the volume should make it an educator’s compendium for policy and innovation for many years to come. Dr Allen and Professors Reupert and Oades should be congratulated for bringing together this unique gift to educators-Erica Frydenberg AM PhD, Melbourne Graduate School of Education, University of MelbourneBuilding Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a must-have for all professional educators. This book provides an extraordinary collection of evidenced-based strategies that can be readily implemented as policy. The book stands out in particular because in addition to focusing on academic policies, it includes numerous chapters that address socioemotional and cultural aspects of educational policy that are essential for student success-Eric M. Anderman, Professor, Educational Psychology, The Ohio State UniversityProfessional practice should be based on sound evidence of the likelihood of positive effects. This comprehensive collection provides teachers and researchers with the tools to implement school policies based on robust research evidence. It is a significant resource in enabling evidence-based approaches to inform the ongoing development of schooling-Professor David Carless, Faculty of Education, University of Hong Kong A significant body of educational research resides in peer-reviewed journals and is rarely translated into practical practice and policy that can be accessed by teachers, school staff, and leaders who arguably need it the most. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders takes what is often invisible to school staff and makes it relevant, accessible and usable. Users of this book can rest assured that each policy has been carefully crafted from quality research and is formulated with contemporary understandings of best practice-Professor Jim Watterston, Melbourne Graduate School of Education, University of MelbourneThe book provides an outstanding international collection of scholarly research that integrates the day-to-day practices occurring in schools for readers. The book is essential reading for academics, school professionals and policy makers interested in time-saving and practical ideas to make worthwhile and meaningful decisions-Professor Susie Garvis Chair of Department of Education, Swinburne University of TechnologyThis comprehensive book provides a guide for schools on how to integrate research evidence into the everyday practices and policies of schools. An impressive breadth of topical issues are addressed ranging from staff and student wellbeing, to entrepreneurship, digital technologies, promoting educational equity, catering for students who are gifted, homeless, transgender, and school policy development among a range of other topics. This book is an extremely valuable resource for school practitioners and educators and is a welcome addition to the current literature on implementing evidence-based policy in schools-Margaret M. Barry, PhD, Professor of Health Promotion and Public Health, World Health Organization Collaborating Centre for Health Promotion Research, NUI Galway, Ireland.