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:
Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19
Jesse Scott, Lindsey Jaber, Christina M. Rinaldi
Education Sciences (2021) Vol. 11, Iss. 12, pp. 796-796
Open Access | Times Cited: 16
Jesse Scott, Lindsey Jaber, Christina M. Rinaldi
Education Sciences (2021) Vol. 11, Iss. 12, pp. 796-796
Open Access | Times Cited: 16
Showing 16 citing articles:
Implementing online social-emotional learning programs for K-12 leaders: A focus on professional development for teachers
Emily Mulvihill
International Journal of Professional Development Learners and Learning (2025) Vol. 7, Iss. 1, pp. e2506-e2506
Open Access
Emily Mulvihill
International Journal of Professional Development Learners and Learning (2025) Vol. 7, Iss. 1, pp. e2506-e2506
Open Access
What's the matter with ACEs? Recommendations for considering early adversity in educational contexts
Alisha B. Compton, Carlomagno C. Panlilio, Kathryn L. Humphreys
Child Abuse & Neglect (2023) Vol. 142, pp. 106073-106073
Closed Access | Times Cited: 8
Alisha B. Compton, Carlomagno C. Panlilio, Kathryn L. Humphreys
Child Abuse & Neglect (2023) Vol. 142, pp. 106073-106073
Closed Access | Times Cited: 8
From Oyster Reefs to Turnaround Schools: An Educational Restoration Model for the COVID-19 Era
Daniel I. Dawer, Sarah L. Woulfin
Leadership and Policy in Schools (2024), pp. 1-18
Closed Access | Times Cited: 2
Daniel I. Dawer, Sarah L. Woulfin
Leadership and Policy in Schools (2024), pp. 1-18
Closed Access | Times Cited: 2
Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks
Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 7, pp. 2745-2761
Open Access | Times Cited: 2
Jessie D. Guest, Robbie A. Ross, Tasha M. Childs, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 7, pp. 2745-2761
Open Access | Times Cited: 2
Family and community resilience: a Photovoice study
Yvonne Tan, Danielle Pinder, Imaan Bayoumi, et al.
International Journal for Equity in Health (2024) Vol. 23, Iss. 1
Open Access | Times Cited: 2
Yvonne Tan, Danielle Pinder, Imaan Bayoumi, et al.
International Journal for Equity in Health (2024) Vol. 23, Iss. 1
Open Access | Times Cited: 2
Play and learn: Children's agency through the COVID ‐19 pandemic in Mozambique
Marina Di Napoli Pastore, Francesca Salvi
Children & Society (2022) Vol. 37, Iss. 1, pp. 270-287
Open Access | Times Cited: 4
Marina Di Napoli Pastore, Francesca Salvi
Children & Society (2022) Vol. 37, Iss. 1, pp. 270-287
Open Access | Times Cited: 4
Positive Education in the United Arab Emirates: Navigating Through and Beyond the Global Pandemic
Tavis D. Jules, Ashley M. Mayworm, Amy C. Nelson Christensenv
Gulf Education and Social Policy Review (GESPR) (2023)
Open Access | Times Cited: 2
Tavis D. Jules, Ashley M. Mayworm, Amy C. Nelson Christensenv
Gulf Education and Social Policy Review (GESPR) (2023)
Open Access | Times Cited: 2
Unveiling the Significance of Transformative Social and Emotional Learning
Nichola Herman
Advances in educational technologies and instructional design book series (2024), pp. 293-311
Closed Access
Nichola Herman
Advances in educational technologies and instructional design book series (2024), pp. 293-311
Closed Access
Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project
Kate Welch
(2024)
Open Access
Kate Welch
(2024)
Open Access
Adapting SEL Interventions to Meet Student Needs: A Research-Practice Partnership Supporting Students with Emotional Disabilities
Blair Cox, Michelle Flemen-Tung, Natalie May, et al.
Social and Emotional Learning Research Practice and Policy (2024) Vol. 3, pp. 100047-100047
Open Access
Blair Cox, Michelle Flemen-Tung, Natalie May, et al.
Social and Emotional Learning Research Practice and Policy (2024) Vol. 3, pp. 100047-100047
Open Access
The Intersection of LGBTQ+ Identity and Disability: A Need for School Based Support
J. Michael Hogan
Excelsior Leadership in Teaching and Learning (2024) Vol. 17, Iss. 1, pp. 3-20
Open Access
J. Michael Hogan
Excelsior Leadership in Teaching and Learning (2024) Vol. 17, Iss. 1, pp. 3-20
Open Access
Participatory Design for Community Schoolyards: Mixed Methods Reveal Positive Engagement Despite Measures Limitations
Kathleen L. Wolf, Kirsten Senturia, Cary Simmons, et al.
Ecopsychology (2024) Vol. 16, Iss. 4, pp. 315-332
Closed Access
Kathleen L. Wolf, Kirsten Senturia, Cary Simmons, et al.
Ecopsychology (2024) Vol. 16, Iss. 4, pp. 315-332
Closed Access
Virtual High Schools: Principal Leadership in an Underexplored Context
Jeana M. Partin, Mary Lynne Derrington
Journal of Cases in Educational Leadership (2023) Vol. 26, Iss. 3, pp. 3-15
Closed Access | Times Cited: 1
Jeana M. Partin, Mary Lynne Derrington
Journal of Cases in Educational Leadership (2023) Vol. 26, Iss. 3, pp. 3-15
Closed Access | Times Cited: 1
Perceptions of Test Score Pollution Stemming From COVID-19 and State Testing: An Exploratory Case Study
Elif Kalemdaroglu-Wheeler
American Journal of Qualitative Research (2023) Vol. 7, Iss. 4, pp. 95-118
Open Access
Elif Kalemdaroglu-Wheeler
American Journal of Qualitative Research (2023) Vol. 7, Iss. 4, pp. 95-118
Open Access
