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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

‘She didn't know how to go back’: School attendance problems in the context of the COVID‐19 pandemic—A multiple stakeholder qualitative study with parents and professionals
Brontë McDonald, Kathryn J. Lester, Daniel Michelson
British Journal of Educational Psychology (2022) Vol. 93, Iss. 1, pp. 386-401
Open Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context
Kathryn J. Lester, Daniel Michelson
BMJ Mental Health (2024) Vol. 27, Iss. 1, pp. e300944-e300944
Open Access | Times Cited: 7
Lessons learned from family-school relationships during COVID-19: the experiences of early childhood special education professionals
Catherine R. Gaspar, Laudan B. Jahromi, Mary Rooney, et al.
Journal of Early Childhood Teacher Education (2025), pp. 1-26
Closed Access
Teaching and Learning Challenges Due to the COVID-19 Pandemic: A Systematic Review
Cheng Yong Tan, Sung Tae Jang, Si Man Lam, et al.
Educational Research Review (2025) Vol. 47, pp. 100667-100667
Open Access
Why Has Chronic Absenteeism Increased and Enrollment Decreased?Associations with Structural Inequality and Pandemic Factors in California
Tiffany M. Jones, Sophia H. J. Hwang, Ashley N. Metzger, et al.
(2025)
Closed Access
Emotionally Based School Avoidance in the Aftermath of the COVID-19 Pandemic: Neurodiversity, Agency and Belonging in School
Lorna Hamilton
Education Sciences (2024) Vol. 14, Iss. 2, pp. 156-156
Open Access | Times Cited: 4
Stakeholders’ experiences with school-based immunization programs during the COVID-19 pandemic in the Canadian Maritimes: A qualitative study
Allyson Gallant, Catherine Johnson, Audrey Steenbeek, et al.
Public Health in Practice (2024) Vol. 7, pp. 100505-100505
Open Access | Times Cited: 3
‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England
Lisa E. Kim, Diana Fields, Kathryn Asbury
British Journal of Educational Psychology (2023) Vol. 93, Iss. 4, pp. 1105-1122
Open Access | Times Cited: 8
Systemic school-based approaches for supporting students with attendance difficulties: a systematic literature review
Rhonda Boaler, Caroline Bond
Educational Psychology in Practice (2023) Vol. 39, Iss. 4, pp. 439-456
Closed Access | Times Cited: 7
Lost In Space: An Explorative Study of Arrested Emotional Development Among High School Aged Children Post-Pandemic
Michael Anibal Altamirano
Journal of Education, Innovation, and Communication. (2024) Vol. 5, Iss. 2, pp. 27-46
Open Access | Times Cited: 2
The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool
Rhonda Boaler, Caroline Bond, Louise Knox
Educational Psychology in Practice (2024) Vol. 40, Iss. 2, pp. 185-200
Closed Access | Times Cited: 1
New Modes of Practice: A Framework Analysis of School Nurses' Accounts of Working With Children and Young People During COVID‐19
Sarah Bekaert, Maisie Rawlings, Dominic Shariff, et al.
Journal of Advanced Nursing (2024)
Open Access | Times Cited: 1
The experience of children with disabilities and their families during the COVID-19 pandemic: what lessons can we learn?
Lindsay Pennington, Hannah Merrick, Amanda Allard, et al.
Paediatrics and Child Health (2024) Vol. 34, Iss. 7, pp. 211-215
Open Access | Times Cited: 1
Navigating changes: reflecting on children and young people’s experiences of public health and social measures during the COVID-19 pandemic- a purposive, qualitative follow-up from a national probability sample
Lauren Cross, Emma Carey, Simon Benham‐Clarke, et al.
Emotional and Behavioural Difficulties (2024) Vol. 29, Iss. 1-2, pp. 18-35
Open Access | Times Cited: 1
Operationalizing the Behaviour Change Wheel and APEASE criteria to co-develop recommendations with stakeholders to address barriers to school-based immunization programs
Allyson Gallant, Audrey Steenbeek, Scott A. Halperin, et al.
Vaccine (2024) Vol. 42, Iss. 23, pp. 126226-126226
Open Access | Times Cited: 1
Unintended consequences of measures implemented in the school setting to contain the COVID-19 pandemic: a scoping review
Hannah Littlecott, Shari Krishnaratne, Julia Hummel, et al.
Cochrane library (2024) Vol. 2024, Iss. 12
Closed Access | Times Cited: 1
The relationship between depressive and anxious symptoms and school attendance among adolescents seeking psychological services in a public general hospital in China: a cross-sectional study
Guoqing Zhao, Bin Wang, Hui Li, et al.
BMC Psychiatry (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 3
When Kinship Caregivers Became Teachers: Role Stress and Strain from Remote Learning during COVID-19
Amanda Ann Klein, Angela Tobin, Ramona W. Denby
Societies (2023) Vol. 13, Iss. 9, pp. 199-199
Open Access | Times Cited: 3
The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis
Lisa E. Kim, Keziah Owusu, Kathryn Asbury
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 93-111
Open Access | Times Cited: 3
Intervention for school anxiety and absenteeism in children (ISAAC): Co-designing a brief parent-focused intervention for emotionally-based school avoidance
Brontë McDonald, Daniel Michelson, Kathryn J. Lester
Clinical Child Psychology and Psychiatry (2023) Vol. 29, Iss. 3, pp. 850-866
Open Access | Times Cited: 3
‘After a long period of being in hibernation – These little green shoots were growing’. Lived experiences of effective support for autistic young people who have experienced extended school nonattendance
Claire Neilson, Caroline Bond
Journal of Research in Special Educational Needs (2023) Vol. 24, Iss. 2, pp. 269-283
Open Access | Times Cited: 2
Emotionally based school non‐attendance: Development of a local authority, multi‐agency approach to supporting regular attendance
Shannon Corcoran, Catherine Kelly, Caroline Bond, et al.
British Journal of Special Education (2023) Vol. 51, Iss. 1, pp. 98-110
Open Access | Times Cited: 2
The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological Analysis
Laura Oxley, Kathryn Asbury, Lisa E. Kim
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 200-217
Open Access | Times Cited: 2
Child Anxiety and Depression During the COVID-19 Pandemic and Unmet Mental Health Care Needs
Lora Daskalska, Sergey Tarima, John Meurer, et al.
Child Psychiatry & Human Development (2024)
Closed Access
Intervention for School Anxiety and Absenteeism (ISAAC): Mixed-method feasibility study of a coach-assisted, parent-focused online program
Brontë McDonald, Alice Tunks, Daniel Michelson, et al.
Research Square (Research Square) (2024)
Open Access
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