Focus and Scope

The aim of CIE is to expand theory, research, knowledge and practice of effective education and developmental support for children and young people with chronic or life threatening illnesses, including both physical and mental health issues. The goal is therefore contributing through education to reaching the highest level of mental health, well-being and overall functioning for all people affected by adversity.

In line with a biopsychosocial model of health, education and psychological development, the journal reports on different contexts, which may include education in a hospital community or home setting, in urban or rural areas, within different educational systems or structures, across different countries, jurisdictions, and socio-cultural settings, and during different life phases of the individual. The journal aims to focus on the interactions between education and human development in the fields of well-being, resilience, future life choices and opportunities, social and emotional well-being, cognitive and metacognitive learning strategies, and mental health improvement.

While the main focus of the journal is formal education delivered within school institutions, in line with OECD (Organisation for Economic Co-operation and Development) definitions, education may also include forms of non-formal and informal learning.

The journal is also open to contributions that deepen the concept of learning and education as protective factors in the life of young people facing adversities. Therefore, Continuity In Education also welcomes reflections and examples on the role education and psychological support can play where other adverse life circumstances or events such as natural disasters, refugee dislocations, family events or crises impact the educational and psychosocial aspects of the individual.

Included Topics

Hospital and home education: research, studies, practices, policies, for children with medical needs. The concept of continuity in education is also extended to education delivered in other context where children and families are living with some kind of disruptive event in their life.

As an example, typical subjects considered by this journal include articles addressing the following questions:

How can education, psychology and developmental science contrast chaos and disruptions in the lives of young people facing disruptive events in their lives?
What psycho-educational best practices help children and their families build life projects?
What teaching activities and tools help teachers and young people in home and hospital education?
What practices help young people with a medical condition and their families find continuity during life transition moments?
What are the emotional and learning needs of teachers working in the field and how can these needs be effectively satisfied?
How can education practices maintain social and education links between the learners, their original school of belonging and their local community.
What is the relationship between resilience, education and illness, and how can resilience be fostered by education?
The role of play and leisure in education of children and young people with medical needs (e.g. leisure play; serious play; medical play; play as a means to teach health behaviors or to explain an illness or procedure; healthcare videogames; play as a relationship mediator, etc).
Which best psycho-educational practices help children identify challenges and prepare for the transition back to school after hospitalization?
“What works for whom and where” types of articles.

Publication Frequency

The journal is published online as a continuous volume and issue throughout the year. Articles are made available as soon as they are ready to ensure that there are no unnecessary delays in getting content publically available.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. There is no embargo on the journal’s publications. The dates each manuscript was submitted and accepted on are published on the PDF version.

Authors of articles published remain the copyright holders and grant third parties the right to use, reproduce, and share the article according to the Creative Commons license agreement.

Authors are encouraged to publish their data in recommended repositories. For a list of generic and subject specific repositories that meet our peer review criteria, see here.

Journal Archiving

The journal’s publisher focuses on making content discoverable and accessible through indexing services. Content is also archived around the world to ensure long-term availability.

This journal is indexed by the following services:

Scopus (CiteScore 1.5)
Directory of Open Access Journals (DOAJ)
Google Scholar
EBSCO Knowledge Base
EBSCOhost
Chronos
Cengage
CrossRef
SHERPA RoMEO
JISC KB+
Ex Libris
WorldCat

In addition, the journal is available for harvesting via OAI-PMH.

To ensure permanency of all publications, this journal also utilises CLOCKSS, and LOCKSS archiving systems to create permanent archives for the purposes of preservation and restoration.

If the journal is not indexed by your preferred service, please contact us or alternatively make an indexing request directly with the service. The editorial team is working to have the journal indexed in SCOPUS and PUBMED / MEDLINE. CiE will be applying for indexing in these services after roughly two years of publishing, according to the application requirements.

Journal statistics

Core journal statistics for the 2021 volume:

Submissions received¹	8
Reviews requested²	22
Reviews received³	22
Total Rejections⁴	3
...of which, Desk rejects⁵	3
Acceptances⁶	6
Acceptance rate⁷	67%
Time from submission to publication⁸	240 days

Definitions
¹Number of new articles received by the journal
²Number of peer review invitation emails that were sent out
³Number of completed peer review reports received
⁴Total number of articles rejected (including desk rejects)
⁵Number of articles rejected prior to peer review
⁶Number of articles that received a 'Accept for publication' decision
⁷Number of acceptances, as a percentage, against the total number of final decisions
⁸'Mean' average from submission to publication for all publications in the volume

Annotation and post-publication comment

The journal platform permits readers to leave comments on the publication page, via the Disqus service. Readers will need a Disqus account to leave comments. Comments may be moderated by the journal, however, if they are non-offensive and relevant to the publication subject, comments will remain online without edit.

The journal platform also includes in-browser annotation and text highlighting options via hypothes.is. Readers will require a hypothes.is account to create annotations, and will have the option to make these public or private.

Advertisement Policy

The journal only displays advertisements that are of relevance to its scope and will be of interest to the readership (e.g. upcoming conferences). All advertising space is provided free of charge and the editor and publisher have the right to decline or withdraw adverts at any point. Adverts will include a text heading to make it clear that they are adverts not related to the journal.

If you wish to propose a potential advert then please contact the editorial team. All advert images will have to be provided to the publisher.

Sponsors

Continuity in Education is published with the support of

HEAL: Hospital Educator And Academic Liaison(USA)

HELP: Health - Educators - Learners - Parents Alliance (Australia and New Zealand)

HOPE: Hospital Organisation of Pedagogues in Europe

REDLACEH: Latin American and Caribbean Network for the Right of Education for Children and Youngsters

NAHE: National Association for Hospital Education (UK)

Journal History

Continuity in Education was founded in 2018 as a joint venture of the major world associations in the field of the education of young people with medical and mental health needs. Founding Editor: Michele Capurso

Previous Guest Editors:

INSA Guest Editors (2021-2022)
Gil Keppens, Vrije Universiteit Brussel, Belgium
Carolyn Gentle-Genitty, Indiana University, United States
Glenn Melvin, Deakin University, Australia