Project Coordinator
BSc, MPH
Sarah is a Research Assistant within the Health Promotion and Education research team, currently supporting the work of Professor Donna Cross and assisting with the Building Social and Emotional Wellbeing through the Arts project.
Sarah has experience with research and health promotion program evaluation focusing on school-age children and their parents. She also has experience in qualitative research, working closely with stakeholders and members of the local community to improve the social and emotional wellbeing of children and young people and their families.
Her research interests include children and young people’s use of technology and their online behaviours, with an acute interest in enhancing the social and emotional wellbeing of school-aged children.
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Publications
August 2023
International Trauma-Informed Practice Principles for Schools (ITIPPS): expert consensus of best-practice principles
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools.
Published research Early Childhood Development Human Development and Community Wellbeing School AttendanceOctober 2022Supporting the Social-Emotional Well-Being of Elementary School Students Who Are Deaf and Hard of Hearing: A Pilot Study
Children who are Deaf and Hard of Hearing, their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being.
Published research Parenting & Families Ear Infections Early Childhood Development Human Development and Community Wellbeing Ear HealthMarch 2021School leaders’ and staff wellbeing is critical for student success. Our Schools- Our Future Research Paper
While most education professionals enjoy the many opportunities working in schools and with students provides, they are also exposed to numerous stressors, such as excessive workload, complex and challenging student needs and responding to parent demands can compromise their wellbeing. Frequent exposure can lead to burnout, stress, health and relationship problems and fatigue, which can have a negative impact on their motivation, job satisfaction and their likelihood of remaining in the profession. This research paper provides recommendations and practical actions to protect and promote the wellbeing of school leaders and staff, and to support staff who may be experiencing difficulties with their mental health and wellbeing.
Published research Human Development and Community Wellbeing -
Education and Qualifications