Professor Jonathan Glazzard, Professor

Professor Jonathan Glazzard

Professor

Professor Jonathan Glazzard is Professor of Inclusive Education in the Carnegie School of Education. In 2015 he was awarded National Teaching Fellow status by the Higher Education Academy (HEA) and is a Principal Fellow of the HEA. He is Director of the Centre for LGBTQ+ Inclusion in Education and he is Principal Researcher in the Carnegie Centre of Excellence for Mental Health in Schools. Jonathan is a researcher, teacher educator and qualified teacher. His research focuses on a broad range of topics and disciplines, including mental health, LGBTQ+ inclusion, special educational needs, critical disability studies, critical psychology, sociology and early literacy development.

Jonathan is a qualitative researcher and uses a broad range of approaches, including narrative methodology, visual/participatory methodologies and more traditional interviews and focus groups. Jonathan’s recent projects include exploration of head teacher resilience, teacher mental health and the experiences of teachers who identify as LGBTQ+. He is deeply committed to research which advances inclusion and social justice for marginalised groups and individuals. Prior to his current role, Jonathan led the Primary Teacher Education courses at the University of Huddersfield (2005-15) and he led institutional wide learning, teaching and assessment at Leeds Trinity University (2015-17). He gained his professorship at Leeds Beckett University in 2017. Prior to his academic career, Jonathan was a primary school teacher and Assistant Headteacher (1995-2005).

Current Teaching

Jonathan teaches on postgraduate and undergraduate primary and secondary initial teacher education courses and distance learning programmes in the Carnegie School of Education. He supervises undergraduate and postgraduate dissertations across a range of courses. He is Course Leader for the MA in Leadership of School Mental Health and Wellbeing and is Director of Studies and supervisor for several MRes, EdD and PhD students.

Research Interests

Jonathan’s research has explored a broad range of areas that relate to inclusion including dyslexia, autism, mental health and sexuality. He is Series Editor of the Positive Mental Health series with Critical Publishing and he has co-authored a series of books with Samuel Stones on LGBT inclusion. He is currently researching LGBTQ+ students’ experiences of transitions into and through higher education.

Professor Jonathan Glazzard, Professor

Selected Outputs

  • Glazzard J (In press) Mental Health in Schools

  • Glazzard J (In press) The BERA Podcast: The Impact of Covid-19 on Mental Health, Wellbeing and Education

  • Glazzard J (In press) Improving mental health in schools

  • Glazzard J (In press) Inclusion in Education

  • Glazzard J; Stones S; Jindal-Snape D; Murray C; Laird C (In press) University lives in transition

  • Stones S; Glazzard J; Jindal-Snape D; Murray C; Laird C (In press) School transitions: Whose transitions are they anyway? [Comic].

  • Glazzard J (2015) Teaching & Learning Festival 2015: National Teaching Fellows’ Interview Series: Jonathan Glazzard

    https://www.youtube.com/watch?v=oHDont1UAAY

  • Glazzard J (In press) Live broadcast on School Readiness.

  • Glazzard J (2020) Supporting student and teacher wellbeing.

  • Glazzard J (2019) LGBTQ+ Inclusion in schools.

  • Glazzard J (2019) LGBTQ+ Inclusion in schools.

  • Glazzard J (2019) Mental health in schools.

  • Glazzard J (2018) Mental health in schools: radio interview.

  • Glazzard J (2018) BBC One - East Midlands News.

  • Glazzard J (2018) Pupils held back by teachers'' poor mental health, say Leeds researchers.

  • Glazzard J (2018) Leeds Beckett University's research into mental health of teachers.

  • Stones S; Glazzard J (2021) An Ambitious Secondary School Curriculum. St Albans: Critical Publishing.

  • Glazzard J; Stones S (2021) An Ambitious Primary School Curriculum. St Albans: Critical Publishing.

  • Glazzard J; Stones S (2021) Core Learning for Primary Teacher Training. London: Learning Matters.

  • Glazzard J; Stones S (2021) Evidence Based Primary Teaching. London: Learning Matters.

  • Glazzard J; Stones S (2020) The ITT Core Content Framework: What trainee primary school teachers need to know. London: Learning Matters.

  • eds. Stones S; Glazzard J; Muzio M (2020) Selected Topics in Child and Adolescent Mental Health. London: IntechOpen.

  • Stones S; Glazzard J (2020) The New Teacher’s Guide to the 2019 OFSTED Framework. London: Learning Matters.

  • Glazzard J; Stones S (2020) Mythbusting for Trainee Teachers. London: Learning Matters.

  • Stones S; Glazzard J (2020) Relationships and Sex Education for Secondary Schools (2020): A Practical Toolkit for Teachers. St Albans: Critical Publishing.

  • Glazzard J; Stones S (2020) Relationships Education for Primary Schools (2020): A Practical Toolkit for Teachers. St Albans: Critical Publishing.

  • Glazzard J; Stones S (2020) Positive Mental Health for School Leaders. St Albans: Critical Publishing.

  • Stones S; Glazzard J (2020) Staying Mentally Healthy During Your Teaching Career. St Albans: Critical Publishing.

  • Stones S; Glazzard J (2019) Aspiring to be an Outstanding Trainee Teacher in Primary Education. Beau-Bassin: Scholars' Press.

  • Glazzard J; Stones S (2019) Aspiring to be an Outstanding Trainee Teacher in Secondary Education. Beau-Bassin: Scholars' Press.

  • Glazzard J; Potter M; Stones S (2019) Meeting the Mental Health Needs of Young Children 0-5 years. St Albans: Critical Publishing.

  • Stones S; Glazzard J (2019) Supporting Student Mental Health in Higher Education. St Albans: Critical Publishing.

  • Glazzard J; Stones S (2019) Supporting LGBTQ+ Inclusion in the Early Years Foundation Stage.

  • Glazzard J; Stones S (2019) Supporting LGBTQ+: Inclusion in Primary Schools.

  • Stones S; Glazzard J (2019) Perspectives and Research on LGBTQ+ Inclusion in Education.

  • Stones S; Glazzard J (2019) Supporting LGBTQ+ Inclusion in Further Education.

  • Stones S; Glazzard J (2019) Supporting LGBTQ+ Inclusion in Initial Teacher Education.

  • Glazzard J; Stones S (2019) Supporting LGBTQ+ Inclusion in Higher Education.

  • Glazzard J; Stones S (2019) Supporting LGBQ+ in Secondary Schools.

  • Glazzard J; Netherwood A (2019) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. 3

  • Glazzard J; Mitchell C (2018) Social Media and Mental Health in Schools.

  • Glazzard J; Bancroft K (2018) Meeting the Mental Health Needs of Learners 11-18 Years (Positive Mental Health). Critical Publishing.

  • Glazzard J; Trussler S (2018) Supporting Mental Health in Primary and Early Years: a practice based approach. London: Sage.

  • Glazzard J; Bligh C (2018) Meeting the Mental Health Needs of Children 4-11 Years (Positive Mental Health). Critical Publishing.

  • Glazzard J; Bostwick R (2018) Positive Mental Health: A Whole School Approach.

  • Glazzard J (2018) Translating the Rhetoric of Inclusion into Reality. Scholars' Press.

  • Glazzard J; Stokoe J (2017) Teaching Systematic Synthetic Phonics and Early English (Critical Teaching). 2nd Critical Publishing.

  • Glazzard J (2016) Learning to be a Primary Teacher: Core Knowledge and Understanding (Critical Teaching). Critical Publishing.

  • Glazzard J; Palmer J (2015) Enriching Primary English. Critical Publishing.

  • Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L (2015) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. 2nd Sage.

  • Glazzard J; Denby N; Price J (2014) Learning to Teach. Open University Press.

  • Glazzard J; Stokoe J (2013) Teaching Systematic Synthetic Phonics and Early English. Critical Publishing.

  • Glazzard J; Stokoe J (2011) Achieving Outstanding on your Teaching Placement: Early Years and Primary School-based Training. Sage.

  • Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L (2010) Teaching Primary Special Educational Needs. Learning Matters Ltd..

  • Glazzard J (2010) Assessment for learning in the early years foundation stage.

  • Denby N; Butroyd R; Swift H; Price J; Glazzard J (2008) Masters level study in education: a guide to success for PGCE students. Open University Press.

  • Maitland J; Jindal-Snape D; Neal C; Mayer S; Culshaw S (2020) The Impact of COVID19 on the Mental Health and Wellbeing of Education Professionals, Pupils, and Young People. In: British Educational Research Association: Mental Health, Wellbeing and Education Special Interest Group, 16 July 2020.

  • Glazzard J; Culshaw S (2020) The impact of Covid 19 on the mental health and wellbeing of education professionals, pupils and young people. In: British Educational Research Association: mental health and wellbeing in education, 16 July 2020, Online.

  • Glazzard J (2020) LGBTQ+ Inclusion in Education Research Network Event. 10 July 2020, Leeds.

  • Glazzard J (2020) Learning and Teaching Conference 2020: learning and teaching for wellbeing. In: Canterbury Christ Church University, 18 June 2020, Canterbury.

  • Glazzard J (2020) Multiple and Multi-Dimensional Transitions into and through Higher Education: The experiences of LGBTQ+ Students. In: Education Research Seminar Series, 17 June 2020, University of Derby.

  • Glazzard J (2020) The Role of the School Curriculum in Mental Health. In: A curriculum for Wellbeing, 15 June 2020, British Educational Research Association.

  • Jayman M; Rose A; Glazzard J (2020) Children's mental health is 'everyone's business': Making sense of roles, responsibilities, and boundaries for schools. In: British Curriculum Forum: British Educational Research Association, 15 June 2020.

    https://www.youtube.com/watch?v=Z8VqwmzecoI

  • Glazzard J (2020) Multiple and Multi-dimensional Transitions Theory. In: Educational and life Transitions / TCELT: Literature Club, 3 June 2020, University of Dundee.

  • Glazzard J; Birkenshaw C (2020) Tales from the chalkface: the experiences of LGBTQ+ teachers. In: A Whole School Approach to LGBTQ+ Inclusion in Schools, 6 March 2020, Birmingham.

  • Glazzard J (2020) A Whole School Approach to Mental Health. In: Mental Health and Wellbeing: Brentwood Diocesan Conference, 6 February 2020, Brentwood, Essex.

  • Glazzard J (2020) The Impact of Social Media on Young People's Mental Health. In: Youth Sport Trust Research Symposium, 28 January 2020, Wokingham.

  • Glazzard J (2020) Supporting Student's Mental Health and Wellbeing. In: BETT Education Show, 22 January 2020 - 25 January 2020, London.

  • Glazzard J; Mitchell C (2020) The Impact of Social Media on Young People's Mental Health. In: Youth Sport Trust Research Symposium, 21 January 2020, AJ Bell stadium, Manchester.

  • Glazzard J; Culshaw S; Sammons A; Waters S; Done S (2020) Teacher Mental Health and Wellbeing. In: Carnegie Big 6: The 2020 debates for education in the north, 7 January 2020, Leeds.

  • Glazzard J (2019) A Whole School Approach to Mental Health. In: Education Research Seminar Series, 16 December 2019, University of Brighton.

  • Glazzard J (2019) Mental Health Research Projects. In: Education Research Seminar Series, University of Brighton, 16 December 2019.

  • Stones S; Glazzard J (2019) Tales from the chalkface: the lived experiences of LGBTQ+ teachers. In: National LGBT+ Educators Conference 2019, 29 November 2019 - 1 December 2019, Blackpool.

  • Glazzard J (2019) Mental Health and Professional Education. In: Harnessing Creativity in Changing Times: Risk, Resilience and Professional Learning, 29 November 2019 - 30 November 2019, Birmingham.

  • Glazzard J (2019) Children's Mental Health and Wellbeing. In: Education Society, 21 November 2019, Edge Hill University.

  • Glazzard J (2019) SEMH CONFERENCE WITH PROFESSOR JONATHAN GLAZZARD KEYNOTE SPEAKER. In: SEMH CONFERENCE, Bury, Greater Manchester.

    http://www.besttrust.uk/trainingcourses/send/semh-conference-with-jonathan-glazzard-keynote-speaker/

  • Glazzard J (2019) Whole School Approach to Mental Health. In: Mental Health and Well-Being Conference, 10 October 2019, Wigan.

  • Glazzard J (2019) Social Media and Mental Health. In: Youth Sport Trust Research Symposium, 26 September 2019, Pride Park Stadium, Derby.

  • Glazzard J; Rose A (2019) The Impact of Peer Mentoring in Physical Activity on Students’ Mental Health. In: British Educational Research Association Annual Conference, 10 September 2019 - 12 September 2019, University of Manchester.

  • Glazzard J; Rose A (2019) The Impact of Teacher Mental Health on Pupils’ Progress. In: British Educational Research Association Annual Conference, 10 September 2019 - 12 September 2019, University of Manchester.

  • Jayman M; Rose A; Glazzard J (2019) Researching Education and Mental Health: Where are we now (BERA conference). In: British Educational Research Association: Mental Health and Wellbeing in Education SIG conference, 12 July 2019, University of West London.

  • Glazzard J (2019) Supporting Teachers to be Mentally Healthy. In: Festival of Education, 20 June 2019 - 21 June 2019, Wellington College.

  • Glazzard J (2019) Whole School Approach to Mental Health. In: Mental Health and Wellbeing: The Essential Toolkit for Schools, 8 May 2019, Kent.

  • Glazzard J (2019) The role of schools in supporting the mental health of children and young people. 26 April 2019, Liverpool John Moores University.

  • Glazzard J (2019) Children and Young People's Mental Health. In: University of Hull, 15 February 2019.

  • Glazzard J (2018) ''I'm petrified of being found to lacking'': Exploring the issues of teacher mental health (keynote speaker). In: The Cambridge Schools conference, 27 November 2018 - 29 November 2018, Colombo.

  • Glazzard J (2018) Developing Inclusive Relationships and Sex Education for Pupils who Identify as LGBTQ. In: Optimus RSE Conference, 16 October 2018, London.

  • Glazzard J (2018) Developing Students’ Mental Health Literacy. In: 23rd Annual Conference on Advancing School Mental Health, 10 October 2018 - 12 October 2018, Red Rock Casino, Las Vagas.

    http://csmh.umaryland.edu/Conferences/Annual-Conference-on-Advancing-School-Mental-Health/

  • Glazzard J (2018) The Impact of Dyslexia on Students' Sense of Self. In: Leeds Dyslexia Festival, 29 September 2018, Leeds.

    https://anchor.fm/dyslexiaexplored/episodes/9-Keynote--Professor-Jonathan-Glazzard--36-Leeds-Dyslexia-Festival-e2atm1

  • Glazzard J (2018) Supporting Children and Young People's Mental Health in Schools. 26 September 2018.

  • Glazzard J (2018) Inclusion in schools. In: Inclusion conference, 22 September 2018, Edge Hill University.

  • Glazzard J (2018) Social Media and Mental Health: The Role of Schools. In: Creating the Conditions for Success, 18 September 2018 - 19 September 2018, Cambridge.

  • Glazzard J (2018) Teacher Mental Health. In: Creating the conditions for success, Cambridge International Assessment, 18 September 2018 - 19 September 2018, Cambridge.

  • Glazzard J (2018) In conversation: creating the conditions for success. In: Creating the Conditions for Success: Cambridge International Assessment, 18 September 2018 - 19 September 2018, Cambridge.

  • Lofthouse RM; Glazzard J; Iredale A; Dutton C; Riley S (2018) Snakes and Ladders: interrogating school - university research partnerships from the inside out. In: BERA Annual Conference 2018, 11 September 2018 - 13 September 2018, Northumbira University, Newcastle upon Tyne.

  • Glazzard J (2018) Teacher Mental Health. In: Association for the Teaching of Psychology Annual Conference, 8 July 2018, University of Leeds.

  • Glazzard J (2018) Teacher Mental Health (Facilitating round table discussions). In: Carnegie Centre of Excellence for Mental Health in Schools, 29 June 2018, Space Centre, Leicester.

  • Glazzard J (2018) Supporting Transitions for LGBT Students in Higher Education. In: Releasing Potential: Higher Education sector's contribution to adult & young people's mental health, 13 June 2018, York St John University.

  • Glazzard J (2018) The experiences of teachers and school leaders who identify as LGBTQ+. In: LGBTEd Launch Conference, 2 June 2018, The Harris Academy, South Norwood, London.

  • Glazzard J (2018) “I’m petrified of being found to be lacking: Exploring the issues of teacher mental health”. In: Psychology Research Group, 25 April 2018, University of Derby.

  • Glazzard J (2018) LGBT Students' Transitions into and Throughout Higher Education. In: RICHES Seminar Series, 21 March 2018, Leeds Beckett University.

  • Glazzard J (2018) I’m petrified of being found to be lacking: exploring the issues of teacher mental health. In: Research Seminar Series, 7 March 2018, University of Portmouth.

  • Glazzard J (2018) The experiences of trans young people in schools: barriers to and facilitators of inclusion. In: Gender Research conference, 6 March 2018, Leeds Beckett University.

  • Glazzard J (2018) The experiences of teachers and school leaders who identify as LGBTQ. In: Diverse Educators, 6 January 2018, Didcot, Oxfordshire.

  • Glazzard J (2017) Exploring the issues of teacher mental health. In: Teamworks, 6 December 2017, Halifax.

  • Glazzard J (2017) Paying the price for inclusion. 5 December 2017.

  • Glazzard J (2017) Paying the price for inclusion: tensions in educational practice. 28 November 2017.

  • Glazzard J (2017) Special Educational Needs and Disability in Schools. 1 November 2017.

  • Glazzard J (2017) The experiences of pupils who identify as LGBTQ. In: Educational Psychology Research Seminar, 19 October 2017, University of Dundee.

  • Glazzard J (2017) LGBT+ Inclusion in Schools. University of Dundee.

  • Glazzard J (2017) Paying the Price for Inclusion: an account of Marshlands. In: Centre for Research and Innovation in Childhood, Education and Society, Annual Conference 2017, 13 September 2017, Leeds Beckett University.

  • Glazzard J (2017) Paying the Price for Inclusion. In: Inclusion Training in Intellectual Disability for Educators in Europe (ITIDE), 28 June 2017, Leeds Beckett University.

  • Glazzard J (2017) Early Reading Development. In: Undergraduate Conference, 30 March 2017, Bishop Grosseteste University, UK.

  • Glazzard J (2017) More than a Score research Seminar. In: More than a Score, 30 March 2017, Oxford, UK.

  • Glazzard J (2016) Teaching Early Reading and Phonics. In: Bishop Grosseteste University, 13 December 2016, Lincoln.

  • Glazzard J (2016) Students Perceptions of Peer Assessment. In: International Education Conference, 31 July 2016 - 4 August 2016, San Francisco, USA.

  • Glazzard J (2016) Students Perceptions Student Led Enquiry. In: International Education Conference, 6 June 2016 - 9 June 2016, Venice, Italy.

  • Glazzard J (2016) Students’ Perceptions of Assessment and Feedback in Higher Education. In: International Conference on Higher Education, 25 April 2016 - 26 April 2016, Boston, USA.

  • Glazzard J (2016) Students’ Perceptions of Self-assessment in Higher Education. In: International Education Conference, 24 April 2016 - 28 April 2016, Washington DC, USA.

  • Glazzard J (2016) Students Perceptions of Programme – Level Assessment in HE. In: Asian Conference on Education and International Development, 3 April 2016 - 6 April 2016, Kobe, Japan.

  • Glazzard J (2016) Translating the Rhetoric of Inclusion into Reality: A Storied Account. In: Research Seminar, 15 February 2016, University of Northumbria, UK.

  • Glazzard J; Stones S (2020) Introductory Chapter: Selected Topics in Child and Adolescent Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 1-5.

  • Glazzard J; Stones S (2020) How can we provide children with special educational needs with a quality learning experience?. In: Lord J ed. Studying Education. London: Learning Matters, pp. 179-196.

  • Glazzard J; Stones S (2020) Supporting Student Teachers with Minority Identities: The Importance of Pastoral Care and Social Justice in Initial Teacher Education. In: Beckett L ed. Research-Informed Teacher Learning. London: Routledge, pp. 127-138.

  • Glazzard J; Stones S (2019) Social Media and Young People's Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 7-20.

  • Glazzard J (2018) What can teachers do to raise outcomes for pupils with special educational needs and disabilities?. In: Carden C ed. Primary Teaching: learning and teaching in primary schools today. London: Learning Matters, pp. 299-318.

  • Glazzard J (2018) Synthetic Phonics and Learning to Read: A reply to the criticisms. In: Clark M ed. Teaching Initial Literacy: Policies, Evidence and Ideology. Birmingham: Glendale Education, pp. 9-16.

  • Glazzard J (2015) What do we mean by ‘special educational needs and disabilities’ in primary schools?. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 1-22.

  • Glazzard J (2015) Visual and Hearing Impairment. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 101-106.

  • Glazzard J (2015) Speech, language and communication difficulties. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 107-113.

  • Glazzard J (2015) Identification and Assessment. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 114-121.

  • Glazzard J (2015) An Inclusive Classroom. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 122-133.

  • Glazzard J (2015) Practical Strategies for Supporting and Teaching Children with Special Educational Needs and Disabilities. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 134-149.

  • Glazzard J (2015) The Role of the SENCO. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 164-179.

  • Glazzard J (2015) Inclusive education: Theoretical Perspectives. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 23-42.

  • Glazzard J (2015) Attention Deficit Hyperactivity Disorder. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 56-67.

  • Glazzard J (2015) Dyslexia, Dyspraxia and Dyscalculia. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 68-85.

  • Glazzard J (2015) Supporting Children with Autistic Spectrum Disorders. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 86-100.

  • Glazzard J (2015) Child Protection Issues. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) Inclusion. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) The Rights of the Child. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) Including all learners. In: Hansen A ed. Primary Professional Studies. Sage, pp. 88-110.

  • Glazzard J (2014) Observation and Assessment. In: Mukherji P; Dryden L ed. Foundations of Early Childhood. Sage, pp. 62-80.

  • Glazzard J (2012) Dyslexia and self-esteem: stories of resilience. In: Wydell TN; Fern-Pollak L ed. Dyslexia - A Comprehensive and International Approach. InTech, pp. 163-186.

  • Glazzard J (2012) The legacy of every child matters. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2012) Child protection issues. In: Denby N ed. Training to Teach. Sage, pp. 41-60.

  • Glazzard J (2012) Including all learners. In: Hansen A ed. Primary Professional Studies. Sage, pp. 64-84.

  • Glazzard J (2010) The Early Years Foundation Stage and Beyond. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 182-198.

  • Glazzard J (2010) Summarising Learning and Development at the End of the Early Years Foundation Stage. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 124-142.

  • Glazzard J (2010) Involving Parents and Carers as Partners in Assessment. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 143-159.

  • Glazzard J; Percival J (2010) Assessment for Learning: Theoretical Perspectives and Leading Pedagogy. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 1-20.

  • Glazzard J (2010) What impacts on children's learning and development?. In: Assessment for Learning in the Early Years Foundation Stage. pp. 160-181.

  • Glazzard J (2008) Every Child Matters: change for children. In: Denby N ed. How to achieve your QTS. Sage, pp. 171-182.

  • Glazzard J (2020) Supporting LGBTQ+ Inclusion in Schools.

  • Glazzard J (2020) A Whole School Approach to Mental Health.

  • Glazzard J (2019) Mental Health in Children and Young People.

  • Glazzard J (2019) LGBTQ+ Inclusion in Schools.

  • Glazzard J (2018) Addressing professional challenges in diverse and complex educational landscapes.

  • Glazzard J (2020) Inclusivity in PSHE.

  • Glazzard J (2018) Social media and mental health in schools.

  • Glazzard J; Stones S (2020) Promoting wellbeing through inclusion: supporting our LGBTQ+ young people and teachers.

  • Glazzard J; Stones S (2020) Supporting our LGBTQ+ teachers.

  • Glazzard J; Stones S (2020) Multiple and multi-dimensional transitions for students in higher education: The impact of the Covid-19 lockdown.

  • Stones S; Glazzard J (2020) Supporting Young People’s Transitions during Covid-19.

  • Glazzard J; Stones S (2020) Multiple and Multi-dimensional Transitions: The impact of Covid-19 on Teachers.

  • Glazzard J; Stones S (2019) The mental health of LGBTQ+ students in higher education.

  • Glazzard J; Stones S (2019) Empowering teachers who are LGBTQ+.

  • Glazzard J; Stones S (2019) The impact of workload school leaders.

  • Glazzard J; Stones S (2019) Inclusive Relationships Education.

  • Glazzard J; Stones S (2019) Social Media, and its effects on children and young people's mental health in independent schools.

  • Stones S; Glazzard J (2019) The experiences of teachers who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+).

  • Glazzard J; Stones S (2019) Children and young people’s mental health: The role of schools.

  • Glazzard J (2019) The role of schools in supporting the mental health of young people who identify as LGBTQ: a 10-point plan.

  • Glazzard J (2019) The education inspection framework: draft for consultation 2019.

  • Glazzard J (2018) Social media’s impact on children and young people’s mental health.

  • Glazzard J (2018) Social Media and Mental Health.

  • Glazzard J (2018) LGBT+ inclusion in schools.

  • Glazzard J (2018) Effectively deploying teaching assistants to support pupils with special educational needs and/or disabilities (SEND).

  • Glazzard J (2018) TEACHER MENTAL HEALTH.

  • Glazzard J (2018) Teacher Mental Health by Professor Jonathan Glazzard.

  • Glazzard J (2017) More funding is needed for mental health provision in schools, new research finds.

  • Glazzard J (2017) Children’s mental health: a government priority for 2018.

  • Glazzard J (2017) Carnegie School of Education responds to Government Green Paper on children's mental health.

  • Glazzard J (2017) Checking Phonics.

  • Glazzard J (2016) Learning to be a Primary Teacher.

  • Glazzard J (2016) Teachers are stressed, exhausted, burnt-out and have no job security.

  • Glazzard J (2013) Jonathan Glazzard writes about his latest book for Critical Publishing, co-authored with Jane Stokoe, Teaching Systematic Synthetic Phonics and Early English.: THE HOME OF CRITICAL THINKING IN EDUCATION AND SOCIAL WORK.

  • Glazzard J (2011) Assessment for Learning in the Early Years Foundation Stage.

  • Glazzard J (2011) Inclusion in the early years foundation stage.

  • Clark M M; Glazzard J; Mills C; Reid S; Sloan J (2020) Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in England.

  • Glazzard J; Bostwick R (2018) Supporting the mental health of children and young people: a whole school approach.

  • Glazzard J; Szreter B (2018) Mind your head: programme evaluation.

  • Clark M; Atkinson S; Reid S; Bayley J; Glazzard J (2018) The phonics screening check 2012-2017: an independent enquiry into the views of head teachers, teachers and parents.

    View Repository Record

  • Glazzard J; Rose A; Ogilvie P (2018) Active in Mind Evaluation: Final report.

  • Glazzard J (2020) Youth Mental Health Roundtable at 10 Downing Street.

  • Glazzard J (2018) Roundtable: Impact of Staff Wellbeing on Recruitment and Retention.

  • Glazzard J (2018) OfSTED Roundtable Discussion: Mental Health and Schools.

  • Glazzard J (2016) Students’ Perceptions of Weekly Directed Activities in Higher Education. In: International Education Conference, 6 March 2016 - 10 March 2016, New Orleans, USA.

  • Glazzard J (2016) The Experiences of Transgender Children in Primary Schools. In: IAFOR International Conference on Education 2016, 27 February 2016 - 29 February 2016, Dubai, United Arab Emirates.

  • Glazzard J (2016) Perceptions of Primary Trainee Teachers with Dyslexia of their Initial Teacher Education Programme. In: IAFOR International Conference on Education 2016, 27 February 2016 - 29 February 2016, Dubai, United Arab Emirates.

    https://papers.iafor.org/proceedings/issn-2189-1036-the-iafor-international-conference-on-education-dubai-2016-official-conference-proceedings/

  • Glazzard J (2016) The Experiences of Trainee Teachers who Identify Themselves as Lesbian, Gay, Bisexual, Transgender or Queer. In: IAFOR International Conference on Education 2016, 27 February 2016 - 29 February 2016, Dubia, United Arab Emirates.

  • Glazzard J (2014) Translating the Rhetoric of Inclusion into Reality: A Life History Account of One Teacher’s Determination to Make Inclusion Work. In: Troubling Narratives: Identity Matters, 19 June 2014 - 20 June 2014, University of Huddersfield, UK.

  • Morley G; Glazzard J (2011) Can hearts and minds be changed in an ’experimental’ Chinese kindergarten. In: 7th Global Conference: Creative Engagements - thinking with children, 4 July 2011 - 6 July 2011, University of Oxford, UK.

  • Glazzard J (In press) Jonathan Glazzard: Pledge on mental health is just a start.

  • Yorkshire Evening Post (In press) Academics to look at project.

  • Yorkshire Post (In press) Schools need greater focus on mental health.

  • Adi B (2018) Teacher stress 'spreads to pupils like a contagion'.

  • Glazzard J (2018) How are you really doing?.

  • Homeleigh-Care (2018) Teacher mental health caused by “excessive workload and scrutiny”, says report.

  • Bloom A (2018) Trainee teachers unable to spot signs of mental ill-health in pupils.

  • Teachwire (2018) ''I have cried before work, at my breaks, and got into bed as soon as I’ve got home''.

  • Bulman M (2018) More than half of teachers have been diagnosed with mental health issues, study shows.

  • Glazzard J (2017) Jonathan Glazzard: Pledge on mental health is just a start.

  • Yorkshire Evening Post (2017) Academics to look at project.

  • Yorkshire Post (2017) Schools need greater focus on mental health.

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