In this study, inclusive policies that attend to sexual orientation and gender identity are found to be associated with more positive experiences and perceptions of school climate for LGBT youth. Promotion of these inclusive policies may further develop SDG 4 (quality education) and SDG 10 (reduced inequalities).
Elsevier,

Neuron, Volume 102, Issue 4, 2019, Pages 724-727, ISSN 0896-6273

This journal article addresses SDGs 3, 4, 10 and 16 by discussing how the institutionalisation of youths (i.e., incarceration) without affording them the opportunities of quality education, health care, and social supports can lead to long-term detrimental effects on overall well-being.
This Elsevier Atlas Award winning article directly contributes to SDGs 4 (Quality Education), 9 (Industry, Innovation and Infrastructure) and 10 (Reduced Inequalities), presenting experiences using technology to support literacy teaching for deaf children through a storytelling technique.
The number of countries with a national development plan has more than doubled, from about 62 in 2006 to 134 in 2018. This paper analyses the resurgence of national development planning, identifies the types and content of the plans, and their implications and interactions with the SDGs and the global development agenda.
Elsevier,

Teaching and Teacher Education, Volume 80, April 2019, Pages 190-204.

This research piece explores the literature surrounding integration of gender and sexual diversity in teacher education, relating to SDG 4 (quality education) and SDG 10 (reduced inequalities).
Elsevier,

World Development, Volume 118, 2019, Pages 27-38, ISSN 0305-750X, https://doi.org/10.1016/j.worlddev.2019.02.008.

This paper contributes to goal 4 by calling for a careful assessment of the politics of education reform, particularly teacher policy reforms. It identifies three special challenges linked to these reforms: they are generally contentious, often threatening the institutional interests of well-organized and politically powerful teacher unions; their implementation is opaque, as impact depends on classroom-level change that is difficult for reformers to monitor; and benefits are long-term, usually well beyond the political tenure of reform champions.
Elsevier,

Volume 393, Issue 10171, 9–15 February 2019, Pages 19-20.

This correspondence contributes to SDG 3 (good health and well-being), SDG 4 (quality education), and SDG 5 (gender equality). In particular, this piece celebrates the female health volunteers of Nepal and expresses the importance of such roles in driving forward the health-related Millennium Development Goals and targets.
Elsevier,

The Lancet, Volume 393, Issue 10171, 9–15 February 2019, Pages 604-608.

Contributing to SDG 5 (gender equality), SDG 3 (good health and well-being) and SDG 4 (quality education), this viewpoint piece explores USA and UK women's participation in higher education and their representation as researchers and leaders in science, medicine and global health fields.
Elsevier,

The Lancet, Volume 393, Issue 10171, 9–15 February 2019, Pages 570-578

This review expresses ways in which the feminist theory has been applied to medical education and medical education research, developing SDGs 5 (gender equality) and 4 (quality education).
Nominated in September 2018 for the Elsevier Atlas Award, this study explores the effectiveness of peer-education in raising awareness of HIV/AIDS among foreign-origin street children. It supports goals 3 with a focus on target 3.3 as well as goal 4.

Pages