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Educational & Child Psychology

Educational & Child Psychology is published four times a year and seeks to feature papers that make significant and original contributions to the field.

Approaches should be rigorous, firmly grounded within the discipline of psychology and intended to stimulate and deepen understanding of issues in educational and child psychology for an international audience of professional applied psychologists and others concerned for the education and development of children.

Scheduled publication frequency:

  • Four issues a year (March, June, September and December)


General Editor:

  • Fraser Lauchlan (University of Strathclyde/ Dynamic Assessment UK Ltd)

Editorial Board: 

  • Cathy Atkinson (University of Manchester)
  • Wilma Barrow (Newcastle University/Scottish Borders Council)
  • Chris Boyle (University of Exeter) 
  • Rachel Cole (Young Epilepsy)
  • Dipak Choudhury (Warwickshire Educational Psychology Service)
  • Sandra Dunsmuir (University College London)
  • Simon Gibbs (Newcastle University)
  • Anne Greig (Argyll & Bute Psychological Service)
  • Anthea (Gulliford University of Nottingham)
  • Charmian Hobbs (Independent Psychologist) 
  • Tommy MacKay (Psychology Consultancy Services)
  • Chiara Malagoli (Italian National Research Council (CNR), Italy)
  • Richard Ruttledge (National Educational Psychology Service, Republic of Ireland)
  • Anita Soni (University of Birmingham) 
  • Phil Stringer (University College London and Hampshire County Council)

For answers to any queries you may have please contact Dr Fraser Lauchlan via email at [email protected]

For copyright enquiries and permissions requests please email [email protected]

To place paid advertising or to find out about rates contact [email protected]

These guidelines are provided to assist Authors, Referees and Editors. Compliance in all respects is appreciated.

Manuscripts are accepted for consideration on the understanding that they consist of the authors’ original unpublished work that is not being submitted for consideration elsewhere.

The Abstract

All papers should include an Abstract (of not more than 250 words) and up to five ‘keywords’. The Abstract must be structured and presented under subheadings that indicate:

  • Aim(s)
  • Method/Rationale
  • Findings
  • Limitations
  • Conclusions


The main body of text in papers should usually be 3500–5000 words in length although papers outside this range may be considered at the Editor’s discretion.

Authors must indicate the word length of papers with and without the reference section, excluding any tables or figures.

Any one issue of the publication will usually consist of a maximum of eight papers.

Referees’ comments and Editors’ judgement of the balance and salience of papers will determine which papers are finally selected for publication.


Overall, the presentation of papers should conform to the British Psychological Society’s Style Guide. Non-discriminatory language should be used throughout.

Spelling should be anglicised when appropriate. Text should be concise and written for an international readership of applied psychologists.

Abbreviations, acronyms and unfamiliar specialist terms should be explained in the text at least once.

Referencing should follow the current Society formats. For example:

  • Black-Hawkins, K., Florian, L. & Rouse, M. (2007). Achievement and inclusion in schools. London: Routledge/Falmer.
  • Woolfolk-Hoy, A. & Weinstein, C.S. (2006). Student and teacher perspectives on classroom management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management (pp.181–219) London: LEA.
  • Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 525–542.
  • The Editorial Board reserve the right to amend text to achieve conformity with Educational & Child Psychology’saims and style.


An electronic copy should be sent to the Editor for a specific issue, by emailed attachment (in MS Word or rich text format). We are unable to consider papers that are not submitted for a specific issue. Graphs, pictures or diagrams, etc., must be submitted in a format suitable for printing in black-and-white.

The cover page must provide the full title of the paper, all authorial details and address (postal and email). The body of the paper, starting on page 2, should include the title and abstract, but omit any detail by which the author(s) may be identified. Text should be in at least 12 point Times New Roman and double-spaced.

The submission must confirm that all authors approve the submission and that the paper is their original work and not under consideration elsewhere. Manuscripts that do not conform to these requirements will be returned to the author(s).


All papers are usually read by two referees in addition to the Editor. The refereeing process is anonymous. It is important, therefore, that all submissions conform to the above guidelines. The referees’ comments will, at the Editor’s discretion, be passed to the authors.

The Editorial Board is always pleased to consider suggestions for themed editions. Anyone wishing to propose a theme and to assist as a ‘Guest Editor’ should contact the General Editor, Dr Fraser Lauchlan.

For hard copy subscription please contact Commercial Sales at [email protected].

Please quote the full title of the publication you want to subscribe to and be sure to provide your full name and details of the billing and delivery address. 

Alternatively please call 0116 252 9551 and a member of the sales team will process your order. 

All our prices include delivery to your door. Please note all subscriptions must be pre-paid. 

Single issues are available for purchase in pdf format via the BPS Shop online.

Members of the Division of Educational and Child Psychology can download Educational & Child Psychology for free. 


Copy deadline
(Please email your text to P4P by this date)

Educational & Child Psychology Volume 38.2

June 2021

Monday 22 February 2021

Educational & Child Psychology Volume 38.3

September 2021

Monday 24 May 2021

Educational & Child Psychology Volume 38.4

December 2021

Monday 23 August 2021

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