School of Education

• Boron, J. (ECU). Music teacher growth and development from Australian Kodály Certificate courses. Funder: Academic Staff Association of ECU, Solidarity Research Fund (SRF). Period: 2024–2026. Amount: $20,000.
• Boylan, F., Gray, C., & Lemon, N. (ECU). YourToolKit.Com – Co-Designing Impact Primary Prevention Project. Funder: Department of Communities (WA), Grants for Women Program. Period: 2025–2026.
• Byrne, M. (ECU). John Septimus Roe Anglican Community School Attraction and Retention Research Project. Period: 2024.
• Goopy, J. (ECU). Music and school-aged children's wellbeing: A scoping review. Funder: ECU Early-Mid Career Researcher Grant Scheme 2022 (Stream 1). Period: 2022–2024.
• Jackson-Barrett, L. (ECU). Pathways to Racial Literacy and Cultural Responsiveness amongst Australian teaching professionals. Funder: ECU Early-Mid Career Researcher Grant Scheme 2024 (Stream 1). Period: 2024–2025. Amount: $39,981.
• Jackson-Barrett, L. (ECU). Enhancing disaster resilience and climate justice in the WA community services sector. Funder: Department of Fire and Emergency Services (WA). Period: 2024–2027. Amount: $892,362.
• Jackson-Barrett, L. (ECU). Climate justice toolkit. Funder: Lotterywest. Period: 2022–2026. Amount: $362,071.
• Jackson-Barrett, L. (ECU). Transforming Transitions 2. Funder: AISWA. Period: 2022–2026. Amount: $128,931.
• Jackson-Barrett, L. (ECU). Transition of Indigenous people into, and graduating from, higher education. Funder: ARC Discovery Indigenous (IN23). Period: 2023–2025. Amount: $37,500.
• Jackson-Barrett, L., & Lemon, N. (ECU). Noongar culture, creative arts, and wellbeing literacy in early childhood education. Funder: The Song Room. Period: 2025. Amount: $25,000.
• Lemon, N. (ECU). SheSpeaks: Amplifying Women's Voices for Wellbeing. Funder: Department of Communities (WA), Grants for Women Program. Period: 2024–2025. Amount: $9,094.
• Main, S. (ECU). Supporting inclusive practice for pre-service teachers on rural and remote practicums through coaching and online resources. Funder: Australian Association of Special Education (AASE) Research Award. Period: 2024–2026. Amount: $13,636.
• Marino, S. (ECU). BEFRIENDING WITH GENIE. Funder: NHMRC MRFF – Dementia, Ageing and Aged Care Mission. Period: 2023–2027. Amount: $1,480,065.
• Marino, S. (ECU). Let's Sing Together – Social prescription to combat loneliness and social isolation. Funder: ECU Early-Mid Career Researcher Grant Scheme 2024 (Stream 2). Period: 2024–2025. Amount: $39,571.

Books

• Lemon, N. (2024). The 'How' of Self-Care for Teachers: Building your Wellbeing Toolbox. Routledge. https://doi.org/10.4324/9781003421870

Edited Books

• Goopy, J., Boron, J., Wilson, E., Meng, H., Howard, C., & Chapman, P. (Eds.) (2025). 2025 Asia-Pacific Symposium for Music Education Research: Conference Proceedings. Edith Cowan University. https://doi.org/10.25958/xzt7-y402
• Hammond, K., & Lemon, N. (Eds.). (2024). Navigating Tensions and Transitions in Higher Education: Effective Skills for Maintaining Wellbeing and Self-care (1st ed.). Routledge. https://doi.org/10.4324/9781032701349
• Lemon, N. (Ed.). (2024). Prioritising Wellbeing and Self-Care in Higher Education: How We Can Do Things Differently to Disrupt Silence (1st ed.). Routledge. https://doi.org/10.4324/9781003457510
• Lemon, N., McDonough, S., & Selkrig, M. (Eds.). (2025). Creating Wellbeing: The Role of Making Practices in Academic Contexts. Routledge/Taylor & Francis.
• Lemon, N., McDonough, S., & Selkrig, M. (Eds.). (2025). The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education (1st ed.). Routledge.
• McDonough, S., & Lemon, N. (Eds.). (2024). Exploring Time as a Resource for Wellness in Higher Education: Identity, Self-care and Wellbeing at Work (1st ed.). Routledge. https://doi.org/10.4324/9781032688633
• Oades, L. G., Lemon, N., Francis, J., & Lomas, T. (Eds.). (2026). Wellbeing Literacy: Theory and Practice Through Multidisciplinary and Transdisciplinary Lenses. Routledge.

Book Chapters

• Baker, L., Francis, J., & Jarden, A. (2026). Child wellbeing. In R. Hart & N. Dolev (Eds.), A Research Agenda for Positive Psychology: Advancing the Science of Wellbeing. Edward Elgar Publishing.
• Baldassar, L., Ghosh, M., & Marino, S. (2025). Music, emotions and migration. In Elgar Encyclopedia of Global Migration (pp. 412–414). Edward Elgar Publishing. https://doi.org/10.4337/9781035300389.ch133
• Beltman, S., Mansfield, C., Hascher, T., & Collie, R. (2025). Teacher coping self-efficacy and COVID: Does an online intervention make a difference for teacher well-being? In Global Perspectives on Resilience, Well-Being, and Mental Health in Schools, Families, and Communities (pp. 81–114). Nova Science Publishers. https://doi.org/10.52305/SWKT6854
• Dos Santos, M., Cumming Potvin, W., & Jackson-Barrett, L. (2024). Using historical narrative analysis to determine language choices in postcolonial education contexts. In Sage Research Methods: Diversifying and Decolonizing Research (22 pages). SAGE Publications. https://doi.org/10.4135/9781529683486
• Hammond, K., & Lemon, N. (2025). Lived experiences of transition and wellbeing in higher education: Revealing hidden spaces. In Navigating Tensions and Transitions in Higher Education (pp. 1–12). Routledge. https://doi.org/10.4324/9781032701349-1
• Jarden, A., Roache, A., Rashid, T., & Lomas, T. (2025). Ethical guidelines for positive psychology practitioners. In J. Mangelsdorf (Ed.), Positive Psychology. BELTZ.
• Kight, C., & Lemon, N. (2024). Finding self through acts of creativity. In Research Handbook of Academic Mental Health (pp. 361–379). Edward Elgar Publishing. https://doi.org/10.4337/9781803925080.00030
• Lemon, N. (2024). Chapter 1: Unmasking wellbeing. In Prioritising Wellbeing and Self-Care in Higher Education. Routledge. https://doi.org/10.4324/9781003457510-1
• Lemon, N. (2024). (Re)thinking care in higher education: A pedagogy of belonging. In Expanding the Visions of Faculty Learning Communities in Higher Education (pp. 343–370). Information Age Publishing.
• Lemon, N., Gray, C., & Goopy, J. (2025). Cultivating safety, connection, and emotional regulation. In The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education (pp. 238–246). Routledge. https://doi.org/10.4324/9781003592556-36
• Lemon, N., Higgins, J., Noble, L., & Powietrzynska, M. (2024). Prioritising educator well-being in support of student flourishing. In Bloomsbury Handbook of Ethics of Care in Transformative Leadership in Higher Education (pp. 72–89). Bloomsbury.
• Lemon, N., & McDonough, S. (2024). Interstate dialogues: Chronicles of rhythms of time and the art of self-care. In Exploring Time as a Resource for Wellness in Higher Education (pp. 102–113). Routledge. https://doi.org/10.4324/9781032688633-12
• Lemon, N. (2025). Where wellbeing science meets writing practice: The intersection of Shut Up & Write! and self-care. In Cultivating Wellbeing and Community through Writing in Academia (pp. 3–19). Taylor & Francis.
• McDonough, S., & Lemon, N. (2024). Reconceptualising our relationship with time to enhance self-care and wellbeing. In Exploring Time as a Resource for Wellness in Higher Education (pp. 1–13). Routledge. https://doi.org/10.4324/9781032688633-1
• Sanbrook, C., Gray, C., Lowe, G., & Johnston, O. (2024). 'Paleo for the Mind': Pre-service teacher mental health challenges during a pandemic practicum. In Pedagogies of Practicum: Post-Pandemic Reflections on Innovation in Practice Teaching (pp. 355–375). Peter Lang. https://doi.org/10.3726/b22164
• Silk, M., & Lemon, N. (2025). Self-discovery, flow, and facilitating transformative threshold spaces. In Navigating Tensions and Transitions in Higher Education (pp. 124–138). Routledge. https://doi.org/10.4324/9781032701349-13
• Tytler, C. (2025). Thinking through the ground: Art, ecology, and relational wellbeing. In Creating Wellbeing: The Role of Making Practices in Academic Contexts (pp. 53–62). Routledge.

Journal articles

• Adam, H., & Byrne, M. (2024). 'I'm not from a country, I'm from Australia.' The Australian Educational Researcher, 51(4), 1121–1140. https://doi.org/10.1007/s13384-023-00631-x
• Baldassar, L., Nguyen, M., Jones, B., Stevens, C., Krzyzowski, L., Lozeva, S., Marino, S., Du Plooy, C., Eldridge, J., Almeida, O.P., & Ghosh, M. (2025). The impacts of COVID-19 restrictions on care-givers of people with cognitive impairment and their support needs: A mixed-methods systematic review. Ageing and Society, 45(4), 796–826. https://doi.org/10.1017/S0144686X23000752
• Barblett, L., Enriquez-Watt, M., Collins, P.R., Boylan, F., Roberts, P., & Costello, L. (2025). Digital provision, educators' attitudes and use in early learning settings. Australasian Journal of Early Childhood. https://doi.org/10.1177/1836939125137671
• Barblett, L., Lavina, L., Boylan, F., & Ruscoe, A. (2025). Co-designing a Children's Transition Charter for the Transition to School. Children and Society. https://doi.org/10.1111/chso.12964
• Boylan, F., Barblett, L., & Knaus, M. (2024). I think I can, I think I can't: Design principles for fostering a growth mindset in the early years. Journal of Early Childhood Teacher Education, 45(1), 96–117. https://doi.org/10.1080/10901027.2023.2251924
• Boylan, F., Barblett, L., Lavina, L., & Ruscoe, A. (2024). Transforming transitions to primary school: Using children's funds of knowledge and identity. Australasian Journal of Early Childhood. [In press]
• Boylan, F., Nociti, K., & Kirk, G. (2025). Drawing on international pre-service teachers' funds of knowledge to enhance professional experience. The Australian Educational Researcher. Advance online publication. https://doi.org/10.1007/s13384-025-00837-1
• Dos Santos, M., Cumming Potvin, W., & Jackson-Barrett, L. (2024). Navigating the role of English in multilingual postcolonial classrooms. [Journal article, 2024]
• Easton, R.J., Jarden, A., Huppert, R., & Roschanzamir, N. (2024). The life and impact of Professor Felicia Huppert: A eulogy, reflections, and a celebration of a life well lived. International Journal of Wellbeing, 14(3), 4617, 1–42.
• Forbes, M., Goopy, J., & Krause, A.E. (2025). Becoming singular: Musical identity construction and maintenance through the lens of identity process theory. [ECU Research Online – in press]
• Godden, N., Alston, B., Wrigley, K., Peter, S., Nyanjom, J., Hansen, G., Raaber, R., Joyce, J., Jackson-Barrett, L., et al. (2025). Community service organizations and actions for climate justice: An exploration of the Western Australian context. Human Service Organizations: Management, Leadership & Governance. https://doi.org/10.1080/23303131.2025.2534150
• Goopy, J. (2026). Young people healing and growing in trauma-informed positive music education. Music Education Research, 28(1), 53–65. https://doi.org/10.1080/14613808.2025.2591059
• Goopy, J., & MacArthur, S.L.R. (2025). Music learning and school-aged children's and adolescents' wellbeing: A scoping review. Research Studies in Music Education. Advance online publication. https://doi.org/10.1177/1321103X251323562
• Gough-Brady, C., Munro, K., Rogers, C., & Tytler, C. (2025). Embodied spectators: Relationships between creators and their audiences. Media Practice and Education. Advance online publication.
• Gray, C., & Pascoe, R. (2025). 'When Brian acted his way out of a wet paper bag': The transformational qualities of drama education. Australian Journal of Education. Advance online publication.
• Gray, C., & O'Rourke, J. (2026). Brilliant little things: Drama-based mindfulness to support pre-service teacher wellbeing. Reflective Practice, 27(1), 1–15. https://doi.org/10.1080/14623943.2025.2608290
• Harris, M., Vernon, L., Rhodes, D., & Gray, C. (2024). Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis. Issues in Educational Research, 34(4), 1285–1312.
• Harris, M., Rhodes, D., Gray, C., & Vernon, L. (2025). Beyond the city limits: Perceptions of pre-service teachers undertaking professional experience in regional, rural and remote schools. [ECU Research Online – in press]
• Hill, S., Miller, M., Devine, A., Genoni, A., Wenden, E., & Byrne, M. (2024). Supporting nutrition education in low socioeconomic schools in Western Australia. Issues in Educational Research, 34(1), 58–76.
• Huang, L., Zhao, M., Xu, J., Hou, H., Jarden, A., et al. (2025). Flourishing in Hong Kong (China): A comprehensive country-specific analysis. International Journal of Wellbeing. [Accepted, in press]
• James, R., Gray, C., Goopy, J., Clayden, D., Meng, H., Lemon, N., Tytler, C., Sanbrook, C., Ghosh, M., Brooks, M., & Selkrig, M. (2026). The joy of art-based reflection: Building shared academic wellbeing literacy through collage. Reflective Practice. Advance online publication. https://doi.org/10.1080/14623943.2025.2607104
• Kirk, G., Adam, H., Boylan, F., & Sanbrook, C. (2025). Supporting mid-career students' psychological needs to improve motivation and retention in post-graduate courses. The Australian Educational Researcher, 52(2), 879–898. https://doi.org/10.1007/s13384-024-00745-w
• Krummenacher, I., Hascher, T., Mansfield, C., Beltman, S., Mori, J., & Guidon, I. (2024). Navigating the paradox between professional challenges and teacher well-being. Frontline Learning Research, 12(4), 85–112. https://doi.org/10.14786/flr.v12i4.1211
• Lambert, K., Gray, C., Macdonald, M., Beard, T., Jackson, K., & Booth, S. (2025). Work hard, play hard, drink hard: Frontier masculinities and female teachers' experiences in a regional Australian mining town. Gender and Education, 37(6), 1–17. https://doi.org/10.1080/09540253.2025.2544520
• Lemon, N., Sanbrook, C., James, R., Harris, M., Green, T., Dass, R., Adkin, B., & Berman, G. (2025). Who cares for the carers: A poetic inquiry of initial teacher educators of professional experience. The Australian Educational Researcher, 52(3), 2731–2750. https://doi.org/10.1007/s13384-025-00834-4
• Macdonald, M., Booth, S., & Jackson-Barrett, L. (2024). An ecosystem of knowledge: Relationality as a framework for teachers to infuse Indigenous perspectives in curriculum. [Journal article, 2024]
• Marino, S., & Baldassar, L. (2024). Comusichiamo: First language, life-soundtracks and storytelling to support the cultural wellbeing of migrants living with dementia. Journal of Intercultural Studies. Advance online publication. https://doi.org/10.1080/07256868.2024.2418601
• Martin, C., & Jarden, A. (2024). The cultural meaning of time mismatch at work: Contrasting Asian and White New Zealanders. New Zealand Journal of Psychology, 53(2), 18–29. https://doi.org/10.63146/001c.138412
• Mensah, M.A., Campbell-Evans, G., & Main, S. (2024). Inclusion in Ghanaian public universities: A focus on student voices. Disability and Society, 39(5), 1173–1195. https://doi.org/10.1080/09687599.2022.2142521
• Meng, H., & Goopy, J. (2024). Early-career music teachers' perspectives of their initial teacher education program in China. Research Studies in Music Education. https://doi.org/10.1177/1321103X231157190
• O'Rourke, J., & Gray, C. (2025). Where's my tweed jacket with leather elbow patches? The challenges of aging gracefully in higher education. Educational Gerontology. Advance online publication. https://doi.org/10.1080/03601277.2025.2490781
• Pan, J., Loughland, T., Collie, R.J., Kingsford-Smith, A.A., Ryan, M., Mansfield, C., Davey, R., Monteleone, C., & Tanti, M. (2025). The impact of practicum job demands and resources on pre-service teachers' occupational commitment and job intent. Teaching and Teacher Education, 153, Article 104841. https://doi.org/10.1016/j.tate.2024.104841
• Redmond, P., Christensen, R., Carvalho, A.A., Martin, D., Byrne, M., et al. (2025). A global perspective on integrating technology into teacher education programs. [In press]
• Rhodes, D., Byrne, M., & Boron, J. (2024). Queering primary initial teacher education. Continuum, 38(3), 325–337. https://doi.org/10.1080/10304312.2024.2336186
• Roberts, P., Boylan, F., Collins, P.R., & Barblett, L. (2025). Co-designing health-related digital tools with children: A scoping review. Education Sciences, 15(6), Article 671. https://doi.org/10.3390/educsci15060671
• Rousell, D., Harrison, A., Ryan, E., Chapple, V., Beale, R., Zhang, F.B., Tytler, C., & Aleksić, J. (2024). Impersonal forms of togetherness: Finding ways to (not) belong through reading groups. Knowledge Cultures, 12(2), 112–129. https://doi.org/10.22381/kc12220247
• Ruscoe, A., Lavina, L., Barblett, L., & Boylan, F. (2025). Funds of knowledge and the transition to school: A scoping review. Review of Education, 13(2), Article e70092. https://doi.org/10.1002/rev3.70092
• Sullivan, K., Main, S., Scott, J., Chin, K.E., Boron, J., Byrne, M., O'Hara, E., Taylor, E., Dass, R., Singh, K., Adam, H., & Berman, G. (2025). Specialisation in the primary education community. Issues in Educational Research, 35(2), 779–797.
• Tytler, C. (2024). It hasn't finished: A collaboration with Ron Stone Park across a year-long divide. Axon: Creative Explorations, 14(1). https://doi.org/10.54375/001/25eyibw4i7
• Tytler, C. (2025). Speculative documentary as world-building: Contaminated knowledge and future-making. Australian Journal of Environmental Education, 41(3), 708–718.

SHE Speaks: Intergenerational Wellbeing Through Self-Care

ECU Ref: G1007762_SUB/113059

• Lead: Narelle Lemon
• Sector: Community
• Team Members: Verena Thoma, Julie Ann Pooley
• Funding Source: Department of Communities
• Status: Active
• Key Partners: Hope, Escare, LUMA, North Perth Yoga Studio, Perth City Library, Quite Frankly Coaching
• Associated Links: http://www.shespeakswellbeing.com

Citizen Wellbeing Scientist

• Lead: Narelle Lemon
• Sector: Community
• Status: Active
• Associated Links: http://www.citizenwellbeingscientist.com

Flex Your PEx

• Lead: Narelle Lemon
• Sector: Higher Education (Pre-Service Teachers)
• Team Members: Carli Sanbrook, Rikki James, Marnie Harris, Tammy Green, Rozita Dass, Bev Adkin, Gail Berman
• Status: Active
• Key Partners: ECU

Teaching Mothers in the Performing Arts

• Lead: Christina Gray
• Sector: Schools
• Team Members: Tammy Green, Kirsten Lambert
• Status: Active

Fun and Joy in the Workplace

• Lead: Christina Gray
• Sector: Higher Education
• Team Members: Maggie McAlinden, John O'Rourke
• Status: Active

Music teacher professional development and wellbeing from Australian Kodaly Certificate course

• Lead: Jason Goopy
• Sector: Community
• Team Members: Jason Goopy, Jason Boron
• Funding Source: Academic Staff Association
• Status: Active
• Key Partners: Kodaly Australia

Reenvisaging school music education through flourishing in musicking-as-play in youth community music

• Lead: Peter Shanhun
• Sector: Community, schools
• Status: Active
• Key Partners: Monash

Self-efficacy and career satisfaction of early-career music educators who completed a specialisation in primary music education during their initial teacher education in Australia.

• Lead: Jason Boron
• Sector: Schools
• Team Members: Jason Boron
• Status: Active
• Key Partners: Monash University

Connection, belonging, transformation in drama education

• Lead: Christina Gray
• Sector: Higher Education, Schools
• Team Members: Robin Pascoe
• Status: Active

"Wholebeing" (wellbeing systems in organisations)

• Lead: Aaron Jarden
• Sector: Schools, Higher Education, Organisations
• Team Members: 15+ international network, ECU (representative: Aaron Jarden)
• Status: Ethics approved; validation study starting; opportunity to join and collect WA school data
• Associated Links: Jarden, A., Downie, A., Finter, K., & Jarden, R. (2024). Next level flourishing in education: A case study of 'wholebeing'. In G. Arslan & M. Yıldırım (Eds.), Handbook of Positive School Psychology Interventions: Evidence-Based Practice for Promoting Youth Mental Health. pp. 123-144. Springer. https://doi.org/10.1007/978-3-031-54295-4_9

Hyper personalised wellbeing programs

• Lead: Jolanta Burk (RCSI Ireland); informal co-lead/mentor: Aaron Jarden
• Sector: Employees in organisations
• Team Members: Large, international collaborators
• Funding Source: 2M; Enterprise Ireland and Zoom.com
• Status: Scales developed; building/validating interventions; access to very large datasets (50M+ employees); potential education-sector insights
• Key Partners: Workvivo, Zoom, Enterprise Ireland

Gender-based violence (GBV) prevention

• Lead: Narelle Lemon
• Sector: Community
• Team Members: Christina Gray, Jason Goopy, Lisa Holmes
• Funding Source: Department of Communities
• Status: Active
• Key Partners: Yourtoolkit.com

Wellness dogs and HE

• Lead: Narelle Lemon
• Sector: Higher Education
• Team Members: Lisa Holmes, Greg Ho
• Status: Active

Noongar culture, creative arts, and wellbeing literacy in early childhood education

• Lead: Jason Goopy
• Sector: Schools, Educational Organisation
• Team Members: Narelle Lemon, Meagan McPherson, Libby Jackson-Barrett
• Funding Source: The Song Room
• Status: Active
• Key Partners: DoE, WA, The Song Room

Music education in NYC supporting the wellbeing of young people

• Lead: Jason Goopy
• Sector: Community, Higher Education
• Funding Source: Fulbright Australia
• Status: Active
• Key Partners: Music programs in NYC

Wellbeing in performing arts

• Lead: Tammy Green
• Sector: Schools
• Team Members: Christina Gray, Kirsten Lambert
• Status: Active