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)
- Fraser Lauchlan (University of Strathclyde/ Dynamic Assessment UK Ltd)
- 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]
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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Manuscripts are accepted for consideration on the understanding that they consist of the authors’ original unpublished work that is not being submitted for consideration elsewhere.
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:
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.
Hard copy subscriptions of this periodical are no longer available.
We’re currently developing a new online publication system that will integrate with print-on-demand, due to launch in 2022.
Subscriptions will follow in 2023 and will allow organisations (like universities) to subscribe to a digital version of our titles, using their usual access methods for students.
As a gesture of goodwill we’d like to give you permission to download your usual content at the individual licence price, but use the content as you would with an institutional licence.
For more information please visit https://www.bps.org.uk/publications.
39(2) The Distinct Contribution of Educational Psychology Practice with Youth Offending Teams
18 April 2022
|39(3) Digitally-enhanced interventions||
18 July 2022
|39(4) Selected papers||
17 October 2022
|40(1) Literacy difficulties: assessment and intervention (2023)||TBC|