Publications
Books
Sewell, A. (In press) Countering with compassion; A guide to compassionate leadership in and beyond school communities. UK: Routledge.
Sewell, A. (Published Spring 2022) Diverse Voices in Educational Practice: A workbook for promoting pupil, parent and professional voice. London: Routledge, Speechmark.
Sewell, A., and Smith, J. (2020) Introduction to Special Educational Needs, Disability and Inclusion: A Student’s Guide. London: Sage.
Journal Articles
Sewell, A., & Thacker-Smith, D. (2024) Childhood bereavement: The role of school leadership in developing inclusive learning environments. Impact, 20. Available at:
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.
Research publications
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., Kennett, A., and Pugh, V. (2022). Universal Design for Learning as a theory of inclusive practice by educational psychologists. Educational Psychology in Practice, 39, 1-12.
Sewell, A. (2022). Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. British Journal of Special Education, 49, 1-22.
Sewell, A. and 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).
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 and 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. and 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. and Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, I 96 – 104
Conference presentations
Sewell, A., & Coley, F. (2024). Making a difference: How do educational psychologists develop compassion satisfaction? British Psychology Society, Division of Educational and Child Psychology Annual Conference, Brighton.
Sewell, A., Kennet, A. and South H. (2019) ‘‘Promoting student voice through application of a solution focused approach; outcomes and discussions’ Paper presented at the Teaching and Learning Conference, 成人B站
Sewell, A. (2018) ‘Young social beings: An investigation into the social behaviours of a Year five class’ The British Psychology Society, Psychology of Education Section Annual Conference, Oxford University
Sewell, A. (2016) ‘Anti- radicalisation. A role for educational psychologists?’ Paper published at West Midlands Educational Psychology CPD Consortium Conference, Walsall
Sewell, A. (2016) ‘Exploring the theoretical application of Epistemological Oppression to the psychological assessment of Special Educational Needs in order to develop emerging concerns and practical implications for anti-oppressive practice.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Holliday Inn, London, Bloomsbury
Sewell, A. (2015) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Radisson Blu Hotel, Durham
Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at Graduate Research Poster Conference, University of Birmingham
Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper presented at Kaleidoscope Graduate Research Conference, Cambridge University