Our Impact
Our Publications
Chatty Pack
The Chatty Pack resources are evidence-based through peer-reviewed research.
We have conducted research in England and Scotland to explore the impact that they have on primary-level learners.
You can find out more about our research base and ongoing projects in this section of the website.
Publications will be updated on an ongoing basis. Feel free to contact us for more information on any of our publications or presentations.
Research Reports
Research BRIEFING
Jones, S.E., Uytman, C., & Birchall, E. (2026). Research Briefing. Moving Beyond
Disability Awareness: Anti-Ableism Professional Development in Higher Education.
Queen Margaret University, Edinburgh, UK
Research Snapshot
Jones, S.E., Uytman, C., & Rennie, C. (2025). Research Snapshot. Learning to Include: Voices on Anti-Ableism in Education Systems, Queen Margaret University, Edinburgh, UK
easy read report
Jones, S.E., Uytman, C., & Rennie, C. (2025). Simple English Research Report Learning to Include: All About Anti-Ableism in Education. Queen Margaret University, Edinburgh, UK
Academic Papers
In Press / preparation
Jones, S. E., Salminen, L., & Mariezcurrena, E. (revised and resubmitted). Breaking Barriers through Imaginary Play: Disability Representative Toys and Friendship Intentions in Children. Retrieved from http://osf.io/c5qeg
Khanna, S., Wright, S., & Jones, S.E. (invited submission). Can an imagined contact intervention be used to influence children’s responses towards their autistic peers? Educational and Child Psychology.
In Print
Jones, S. E. (2025). ‘Disabled joy is resistance’: Insights and recommendations from social psychology on reducing ableism. British Journal of Social Psychology, 64, e12893. https://doi.org/10.1111/bjso.12893
Jones, S.E., Uytman, C. Salminen, L. et al. (2025). “It’s Not OK To Talk To Anyone This Way”: Helping Targets of Disability-Based Hate Crime. International Journal of Disability and Social Justice, 5(1):48-75. DOI: 10.13169/intljofdissocjus.5.1.0003
Rennie, C., Jones, S. E., & Uytman, C., (2024). Unlocking Imaginations: Lessons Learnt from Using Story Stem Completion with Young Children. Qualitative Research in Psychology. https://www.tandfonline.com/d
Jones, S. (2024) ‘Shaping disability literacy in the primary school’, The Psychologist. Available at: https://www.bps.org.uk/psycho
Ali, L. & Jones, S.E. (2024) ‘It represents her in play” Parental Views on Commercial Toys that Represent Disability’, Equity in Education & Society [Preprint]. https://eresearch.qmu.ac.uk/handle/20.500.12289/13672
Jones, S. E. (2024). Response to Responses: Raising awareness isn’t enough: The role of the psychology of education in disability-related justice and inclusion in primary classrooms. Psychology of Education Review 48 (1) https://doi.org/10.31234/osf.io/vgrdt
Jones, S. E. (2024). Raising awareness isn’t enough: The role of the psychology of education in disability-related justice and inclusion in primary classrooms. Psychology of Education Review 48 (1) . Retrieved from http://osf.io/preprints/psyarxiv/f4dz6
Jones, S., Ali, L., Bhuyan, M., Dalnoki, L., Kaliff, A., Muir, W., Uusitalo, K. and Uytman, C. (2020). Parents’ responses to toys representing physical impairment. Equality, Diversity and Inclusion,39, 8, 949-966. https://doi.org/10.1108/EDI-08-2019-0213
Jones, S., Uytman, C., Ali, L., Dalnoki, L., Kaliff, A., Lola-Luz, D., Mackintosh, M., McCune, A., Muir, W. & Uusitalo, K. (2021). Children with physical or intellectual impairments and mental wellbeing. In: Mahmud, A. & Satchell, L. (eds) Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Abingdon: Routledge. Retrieved from https://eresearch.qmu.ac.uk/handle/20.500.12289/11394