• Palmer, S. B., & Abbott, N. (2018). Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach. Child Development Perspectives, 12 (1), 39-44. doi:10.1111/cdep.12253

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• Holliman, A., Waldeck, D., Yang, T., Kwan, C., Zeng, M., & Abbott, N. (2022). Examining the Relationship Between Adaptability, Social Support, and Psychological Wellbeing Among Chinese International Students at UK Universities. Frontiers in Education, 7, 874326. doi:10.3389/feduc.2022.874326

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• Zong, Y., Holliman, A., Waldeck, D., & Abbott, N. (2021). Examining the contribution of motivation, adaptability, and buoyancy to course satisfaction and test anxiety among university students. The Psychology of Education Review.

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• Cogswell, S., Carr, A., Abbott, N., & Monks, C. P. (2020). The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S). Emotional and Behavioural Difficulties, 1-14. doi:10.1080/13632752.2020.1816651

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• Abbott, N., Cameron, L., & Thompson, J. (2019). Evaluating the impact of a defender role-play intervention on adolescent’s defender intentions and responses towards name-calling. School Psychology International. doi:10.1177/0143034319893410

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• Palmer, S. B., & Abbott, N. (2018). Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach. Child Development Perspectives, 12 (1), 39-44. doi:10.1111/cdep.12253

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• Spruin, E., Abbott, N., & Holt, N. (2018). Examining the Experiences of a Short Break Scheme amongst Adolescents with Disabilities (Service Users) and their Parents. International Journal of Disability, Development and Education, 65 (2), 148-162. doi:10.1080/1034912X.2017.1348599

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• Hotham, S., Hamilton-West, K. E., Hutton, E., King, A., & Abbott, N. (2017). A study into the effectiveness of a postural care training programme aimed at improving knowledge, understanding and confidence in parents and school staff. Child: Care, Health and Development, 43 (5), 743-751. doi:10.1111/cch.12444

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• Abbott, N. J., & Spruin, E. (2017). Improving the student experience in higher education: An action research approach to implementing collaborative learning strategies. Innovative Practice in Higher Education.

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• Abbott, N. J., & Cameron, L. (2017). Intergroup Contact in Action: Using Intergroup Contact Interventions to Change Children's Out‐Group Orientation. In A. Rutland, D. Nesdale, C. Spears Brown (Eds.), The Wiley Handbook of Group Processes in Children and Adolescents. Chichester, West Sussex, UK: Wiley Blackwell. doi:10.1002/9781118773123.ch22

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• Abbott, N., & Cameron, L. (2014). What Makes a Young Assertive Bystander? The Effect of Intergroup Contact, Empathy, Cultural Openness, and In-Group Bias on Assertive Bystander Intervention Intentions. Journal of Social Issues, 70 (1), 167-182. doi:10.1111/josi.12053