Seaneen Sloan

Assistant Professor

Dublin City University

Ireland

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About

Seaneen Sloan is an Assistant Professor at University College Dublin, Ireland. Her research focuses on child development, educational achievement, and the impact of socioeconomic factors on educational experiences, as evidenced by her recent publications. Notable studies include investigations into the effects of screen media exposure on childhood behavior and the dynamics of nurturing pedagogies in low-income communities during the COVID-19 pandemic.

Articles (19)

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2025

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2023

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2023

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2023

Collaborators (18)

Daniel Capistrano

Dublin City University

IRELAND

Seaneen Sloan

Research Interests

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About

Articles (19)

Is the association between infant regulatory problems and trajectories of childhood co-developing internalizing and externalizing symptoms moderated by early screen media exposure?

Failing by design; exploring the currere lived experiences of a low-socioeconomic status boy in primary school

Building Children’s Competencies for Educational Achievement Through Chores and Labor: A Longitudinal Study in Sierra Leone

Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study

“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures

Children's School Lives - A National Cohort Study of Primary Schooling in Ireland

Promoting a restorative culture in schools: Insights from school leaders

Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge

Teacher Violence and Student Wellbeing in Rural Sierra Leone: Longitudinal Dynamics Across Primary Schooling

Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic

Children as co‐researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID‐19 lockdown

Anatomy of an educational change: The safe learning model, Sierra Leone

Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school

Picturing safety and danger: Children's perspectives in rural Sierra Leone

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

The social acceptance of neurodiverse children in Irish primary schools

UPDATED PROTOCOL: Universal school‐based programmes for improving social and emotional outcomes in children aged 3–11 years: an evidence and gap map

Female teacher identity and educational reform: perspectives from India

Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students

Collaborators (18)

Daniel Capistrano

Jennifer Symonds

Matthew Somerville

Ross Neville

Ellen Regan

Mags Crean

Aoibheann Brennan-Wilson

Olga Ioannidou

Sharon Millen

Emma Farrell

Marie Clarke

Dympna Devine

GIULIO D'URSO

Laura Dunne

Giuseppe Bolotta

Mags Liddy

Gabriela Martinez Sainz

Paul Connolly

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