In this special edition, co-written with Professor Jonathan Glazzard, we explore LGBTQ+ students’ transitions throughout university, and new research on the impact of a mental health curriculum.

This journal article co-written with Professor Glazzard provides a critical analysis of LGBTQ+ inclusion in schools. 

This issue’s special section presents four articles from leading UK academics that assess the mental health and wellbeing issues facing school pupils and staff today.

This article co-written with Professor Glazzard provides an overview of the United Kingdom government’s strategy for children’s mental health in schools.

In this blog Professor Glazzard and I highlight the impact that the COVID-19 pandemic is having on teachers and how important it is that the Government include teachers in future policymaking decisions. 

This journal article co-written with Professor Glazzard synthesises existing research in relation to the teaching of phonics and in doing so identifies implications for policy and practice. 

This comic illustrates the impact of COVID-19 on the multiple & multi-dimensional transitions of university students and staff.

This comic focusses on the impact of COVID-19 on the multiple and multi-dimensional transitions experienced by teachers and pupils.

This edited chapter was written with Professor Jonathan Glazzard for the IntechOpen book titled Selected Topics in Child and Adolescent Mental Health.

Co-authored with Professor Jonathan Glazzard for Frontiers in Sociology 

Co-authored with Professors Jonathan Glazzard and Divya Jindal-Snape for Frontiers in Education

This blog outlines the concept of transitions and it identifies the implications of Multiple and Multi-dimensional Transitions (MMT) Theory (Jindal-Snape) in relation to primary and secondary school transitions. 

This blog highlights the relationship between wellbeing and inclusion within the context of LGBTQ+ young people and teachers. It was written with Professor Jonathan Glazzard and Nomisha Kurian as an output of the Cambridge Wellbeing & Inclusion SIG. 

Written with Professor Jonathan Glazzard, this blog outlines our understanding of transitions and it discusses the impact of Covid-19 on higher education students.  

Written with Professor Jonathan Glazzard, this blog outlines our understanding of transitions and it discusses the impact of Covid-19 on teachers' multiple and multidimensional transitions. 

Written with Professor Jonathan Glazzard, this blog outlines our understanding of transitions and highlights some strategies to support young people to experience positive adaptations to the changes that they are currently experiencing.

Written with Professor Jonathan Glazzard, this blog outlines our concerns about current educational policy failing to address the mental health and wellbeing of school leaders. 

Written with Professor Jonathan Glazzard, this blog explores the unique pressures on the MentalHealth of LGBTQ+ students in higher education, & why they & all students deserve a whole-institution approach to inclusion.

This journal article was written with Professor Jonathan Glazzard, Leeds Beckett University, and published by the International Journal of Learning, Teaching and Educational Research (IJLTER) in Vol. 18 of the 2019 journal. 

This video introduces our exciting plans to launch two titles that focus on supporting teachers' mental health and wellbeing. 

Our Kickstarter campaign seeks to raise awareness of developing and growing concerns in relation to teachers' mental health and wellbeing. Within the scope of this campaign we introduce our exciting plans to launch two titles with a focus on these crucial and important issues. 

Written with Professor Jonathan Glazzard, this article (Social Media, & its effects on children and young people's mental health in independent schools) was published in the ISA Mental Health & Wellbeing Journal 

Written with Professor Jonathan Glazzard, this blog (Inclusive Relationships Education) discusses the implications of the new statutory guidance on Relationships Education for primary schools and Relationships and Sex Education for secondary schools. 

Written with Professor Jonathan Glazzard, this blog (Empowering Teachers who are LGBTQ+) discusses the experiences of teachers at a time of parental protests against the teaching of same-sex relationships. 

Written with Professor Jonathan Glazzard, this blog (The experiences of teachers who identify as lesbian, gay, bisexual, transgender or queer) reflects on recent news headlines and considers the challenges faced by teachers with LGBTQ+ identities.  

This edited chapter was written with Professor Jonathan Glazzard for the IntechOpen book titled Selected Topics in Child and Adolescent Mental Health.

Written with Professor Jonathan Glazzard, this blog (Children and young people’s mental health: The role of schools) discusses the role of schools in relation to children and young people and their mental health. 

This journal article was written with Professor Jonathan Glazzard, Leeds Beckett University, and published by the International Journal of Learning, Teaching and Educational Research (IJLTER) in Vol. 18 of the 2019 journal. 

This news article by Yorkshire Evening Post celebrates my recent M.A. in Education graduation and a recent awards ceremony where I was awarded North Yorkshire Teacher of the Year (Secondary) 2019. 

This news article celebrates my recent M.A. in Education graduation and a recent awards ceremony where I was awarded N Yorks Teacher of the Year (Secondary) 2019. 

This news article celebrates my recent North Yorkshire Teacher of the Year (2019) award and I provide some reflection to thank and recognise the students and colleagues that have enabled me to achieve this accolade. 

In June 2019, I was delighted to receive an award nomination and be shortlisted to attend the North Yorkshire Teacher of the Year awards ceremony where I was awarded 2019 Teacher of the Year. 

Conducted with Professor Jonathan Glazzard, our recent research polled nearly 600 secondary students in relation to thei ruse of mobile technology. This Yorkshire Post article provides a summary and analysis of our research. 

Written with Professor Jonathan Glazzard, this blog reflects on the value of our examinations system and we reflect on recent comments made by Damien Hinds which have claimed that exams build character and develop resilience and coping mechanisms.

Recent research by Professor Jonathan Glazzard and I revealed that 92 per cent of secondary pupils check phones during the night, while 70 per cent do so during lessons. In this article, we highlight the implications of our findings. 

Written with Professor Jonathan Glazzard, this blog explores a growing body of evidence about the socioeconomics of mental health and the link between socioeconomic status and mental health. 

Written with Professor Jonathan Glazzard, this blog explores the rise of social media and the effect of digital editing on young people and their self-esteem. 

Written with Professor Jonathan Glazzard, this blog discusses the increasing prevalence of mental ill health in young people. We consider the link between social depravation and mental ill health and present some related research statistics.

Written with Professor Jonathan Glazzard (Leeds Beckett University), this blog summarises our recent research which ascertained public opinion on teaching young children about LGBTQ+ people and same-sex relationships.  

A contemporary, accessible and exciting LGBTQ+ series written with Professor Jonathan Glazzard. It synthesises key research on LGBTQ+ inclusion and highlights implications for practice. Now available through Amazon. 

Written with Professor Jonathan Glazzard (Leeds Beckett University), this blog provides some reflections on recent news headlines and LGBTQ+ inclusion.  

Conducted with Professor Jonathan Glazzard, our recent research polled 366 parents and teachers in relation to their views on LGBTQ+ inclusion. This Leeds Beckett University blog summarises our analysis of the data collected and provides our conclusions and reflections.

Written with Professor Jonathan Glazzard (Leeds Beckett University), this article discusses how technology is impacting students' engagement.  

Conducted with Professor Jonathan Glazzard, our recent research polled 366 parents and teachers in relation to their views on LGBTQ+ inclusion. This Yorkshire Post article provides a summary and analysis of our research and reflections. 

Written with Professor Jonathan Glazzard (Leeds Beckett University), this column for Yorkshire Evening Post shares our reflections on recent news headlines.  

Written with Professor Jonathan Glazzard (Leeds Beckett University), this article summarises our recent survey of 366 teachers and parents and reflects on recent news. 

Written with Professor Jonathan Glazzard (Leeds Beckett University), this news article reflects on our recent survey completed by 366 teachers and parents.  

This series of books provide comprehensive advice to early years settings, schools and universities on how to promote mental health in children and young people.

In October 2018, I was delighted to receive an award nomination and be shortlisted to attend the Pride of Malton and Norton Awards ceremony where I was awarded 2018 Teacher of the Year.

With the Alumni team at Leeds Trinity University, I reflect on my teaching journey since qualifying in 2015 and provide some thoughts on what it meant to win 2018 Teacher of the Year.

This article considers optimal approaches to ‘making it real’. In conjunction with a PGCE Business tutor, I summarise the concept of context and research its value.

This article shares some flexible ideas for stimulating independent and social learning around key skills and concepts. In doing so, it seeks to address some of the challenge associated with qualification reform and linear assessment. 

This article considers the challenges posed by the reform of GCSE Business and suggests the sharing of business contexts with maths colleagues to support teaching and learning across both subjects.

Here, The Telegraph share my campaign and case study material published as part of the Department for Education's Get Into Teaching 2019 campaign.

In this video, I discuss my training journey and support a teacher recruitment campaign through a video blog created and published by Leeds Trinity University.  

In this video, I discuss my M.A. in Education journey and support a teacher recruitment campaign through a video blog created and published by Leeds Trinity University.  

In this video, I discuss my teaching career and support a teacher recruitment campaign through a video blog created and published by Leeds Trinity University.

With the Alumni team at Leeds Trinity University, I share my teaching story and provide some thoughts on what it meant to win 2018 Teacher of the Year.

In this blog, I explain my journey to becoming a STEM National Expert and the benefits associated with the STEM Educator's recognition scheme.

As the leader of a 4-week residential trip to Borneo, I documented the group's progress toward community based projects using a Twitter diary (@NC_Borneo). A blog written by the centre can also be found here.

As the deputy leader of a residential to Amsterdam, I was invited to support the Student Journalism Team by summarising some of my thoughts about the trip's impact on the students attending the visit.

This article provides an insight into the experiences given to students at Norton College, and having recently led a visit to Borneo, I share my views on the importance of international visits.

In this blog, I share some of my top tips for those considering entering the teaching profession and I discuss a highlight from my first year as a qualified teacher.

Inspired by Doug Lemov, this article discusses the concept of feedforward and I share my findings having recently gone through the process with a colleague.

In this blog, I provide a summary of my PGCE journey at Leeds Trinity University and address some of the frequently asked questions facing prospective PGCE applicants.

Citation: Stones, S. (2016) ‘An Exploratory Study: Raising the attainment of underachieving white working-class boys', The STeP Journal, 3(1), pp.173-181.

Citation: Stones, S. (2015) ‘An exploratory investigation: using the case study approach to facilitate progression’, The STeP Journal, 2(2), pp. 54-62.