Continuity in Education is an open access, peer reviewed journal for the education of children and young people with medical and mental health needs.
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.
The journal is open to all contributions that deepen the concept of learning and education as protective factors in the life of young people facing adversities. The concept of continuity in education is also extended to education delivered in other contexts where children and families are living with some kind of disruptive event in their life.
Title of Special Section: Continuing School During and After Prolonged Absenteeism
Abstracts: 250 word Abstracts should be received on or before July 2021
Full Manuscripts due: October 31, 2021. In this special section, only 5 article slots are available. Managing Editors: Carolyn Gentle-Genitty, PhD | Gil Keppens, PhD | Glenn Melvin, PhD
Background: The International Network for School Attendance (INSA) in collaboration with Continuity in Education is hosting a call for papers. INSA’s Mission is to promote school attendance and respond to school attendance problems. It aims to compile, generate, evaluate, and disseminate information, assessment, and intervention strategies. This Special section of Continuity in Education will focus on activities or studies which examine how and what can be done to support students continuing their schooling and development while or after facing varied difficulties or disruptions in their lives. This includes investigations on how school attendance can be classified and identified and which approaches can be applied for the prevention and management of school attendance problems. Disruptions may include but are not limited to medical (psychological or other), behavioural, legal, criminal, parental, environmental, and or school policy/ practice.
Description: Manuscripts are invited on activities or studies supporting continuity in school and development of young people facing some kind of difficulties or disruptions in their life. See article types HERE. It is our intention to draw authors and researchers from many different disciplines on school attendance problems and related fields.
Note to Authors: Only a limited number of submissions will be accepted. Manuscripts will be accepted on a rolling submission. Types of articles: Research articles: 8000 words, Practice and intervention: 8000 words, and Theoretical/methodological: 6000 words. Please submit early. Articles will be peer reviewed and notifications sent of submission acceptance. Upon final acceptance manuscripts will be published in CiE open access Journal. Articles will be published as open access under a CC BY 4.0 license (https://creativecommons.org/licenses/by/4.0/). There is no cost for publication. Accepted manuscripts will be published during 2022.
To submit a manuscript, authors are required to create an account on the CiE website, review the author guidelines, and follow the steps for article submission (CiE also provides different writing templates). Remember to indicate, in the cover letter of your submission, that you are submitting for the Special section: of ‘INSA - Continuing School During and After Prolonged Absenteeism’.
*Please contact the managing editors for questions: info@insa.network; cgentleg@iu.edu
Posted on 26 Feb 2021
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