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).
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.

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).

World Development, Volume 118, 2019, Pages 27-38, ISSN 0305-750X,

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.

The Lancet, Volume 393, Issue 10171, 9–15 February 2019, Pages 512-514.

Directly contributing to SDG 10 (reduced inequalities), SDG 5 (gender equality) and SDG 4 (quality education), this report investigates sexual harassment incidents within academia and discusses the uprising of online naming and shaming of sexual harassment culprits.

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).

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.

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.
Nominated for the July/August 2018 Elsevier Atlas Award, this article contributes to goal 4 on quality education and goal 5 on gender equality. It explores young people's motivations to become future business leaders and in doing so helps to explain the under representation of women among entrepreneurs and top-level managers.