Selected Publications and Research

Sewell, A. (February, 2026) Countering with compassion; A guide to compassionate leadership in and beyond school communities. UK: Routledge.

Sewell, A., & Thacker-Smith, D. (2024) Childhood bereavement: The role of school leadership in developing inclusive learning environments. Impact, 20.

Sewell, A., Kennett, A., Williams, R., & South, H. (2022). A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an Undergraduate Higher Education degree. Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print.

Sewell, A, Kennett, A., & Pugh, V. (2022). Universal Design for Learning as a theory of inclusive educational practice for use by educational psychologists. Educational Psychology in Practice, 38(4), 364-378.

Sewell, A. (2022). Supporting learners with specific learning difficulties from a neurodiverse perspective: A narrative synthesis. Support for Learning, 49(4), 539-560.

Sewell, A. (2022). ‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond. International Journal of Birth and Parent Education, 10 (3).

Sewell, A. & Park, J. (2021). A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective. Support for Learning, 36 (4), 678-694.

Sewell, A. (2020). In search of a personal pedagogy: A self-study narrative on the use of Inquiry Based Learning by an early career lecturer. Journal of Perspectives in Applied Academic Practice, 8(1), 85-93.

Sewell, A., Kennett, A., & South, H. (2020). Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. Student Engagement in Higher Education Journal, 3(1), 74-95.

Sewell, A. (2020). Utilising Personal Construct Psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38(2), 1-23.

Sewell, A. (2019). An adaption of the Good Behaviour Game to promote social skill development at the whole class level. Educational Psychology in Practice, 36(1), 93-109.

Sewell, A. & Hulusi, H. (2016). Preventing radicalisation in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32(4), 343-354.

Sewell, A. (2016). A theoretical application of epistemological oppression to the psychological assessment of special educational needs; Concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32(1), 1-12.

Sewell, A. & Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, 30(3), 96-104.