Journal Articles
Rogers, M., Gowan, L., McBrearty, N., Whitley, J., Smith, D. (In Press). Absenteeism rates soar among Canadian children and youth. Canadian Academy of Child and Adolescent Psychiatry.
Whitley, J., McBrearty, N., Rogers, M., & Smith, D., (2025). The current state of school attendance research and data in Canada. Education Sciences, 15(8), 964. https://doi.org/10.3390/educsci15080964
Krause, A., Rogers, M., Jiang, Y., Climie, E. A., Corkum, P., Mah, J. W. T., McBrearty, N., Smith, J. D., & Whitley, J. (2025). A longitudinal investigation of school absenteeism and mental health challenges among Canadian children and youth in the COVID-19 context. Frontiers in Child and Adolescent Psychiatry, 4:1604431. https://doi.org/10.3389/frcha.2025.1604431
Fairbrother, M., Specht, J., Delorey, J., Whitley, J., Ismailos, L., & Villella, M. (2025). Integrating practice and theory in teacher education: Enhancing pre-service self-efficacy for inclusive education. Education Sciences, 15(4), 497. https://doi.org/10.3390/educsci15040497
Whitley, J. & James, M. (2025). Parental self-efficacy during Covid-19: Parents’ experiences supporting the learning of their child(ren) with special educational needs. Canadian Journal of Family and Youth, 17(1), 92-113. https://doi.org/10.29173/cjfy30096
Whitley, J., Osman, L., & James, M. (2024). Critical windows: Perspectives of parents of children and youth with special educational needs regarding social wellbeing during COVID-19. International Journal of Disability, Development and Education, 1-15. https://doi.org/10.1080/1034912X.2024.2388071
Renauld, J.-C., Smith, J. D., McBrearty, N., Whitley, J., & Rogers, M. (2024). Virtual single session therapy: A study of parents’ self-efficacy. Journal of Systemic Therapies. https://doi.org/10.1521/jsyt.2024.43.2.97
Klan, A., Whitley, J., Krause, A., Rogers, M., Smith, D., McBrearty, N. (2024). An exploration of school attendance problems experienced by children receiving mental health services. Educational and Child Psychology, 41(1), 73-92. https://doi.org/10.53841/bpsecp.2024.41.1.73
Matheson, I. A., Merz-Atalik, K., Christou, T., Kruschel, R., Florian, L., Jahnukainen, M., ... & Whitley, J. (2024). Whereto from here? A discussion among international scholars of inclusive education. Exceptionality Education International, 34(1), 73-88. https://doi.org/10.5206/eei.v34i1.16941
Osman, L. & Whitley, J. (2024). Parent perceptions of social well-being in children with special educational needs during COVID-19: A mixed-methods analysis. Child: Care, Health and Development, 50, e13256. https://doi.org/10.1111/cch.13256
Pozniak, K., Swain, A., Currie, G., Doherty-Kirby, A., Grahovac, D., Lebsack, J., Campbell, W., Humphreys, C., Patterson, S., Raha, S., Whitley, J., Kraus de Camargo, O. (2024). What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future? Frontiers in Public Health, 12, 1294340. https://doi.org/10.3389/fpubh.2024.1294340
Rogers, J., Klan, A., Oram, R., Krause, A., Whitley, J., Smith, D., McBrearty, N. (2024). School absenteeism and child mental health: a mixed-methods investigation of internalizing and externalizing symptom. School Mental Health, 1-12. https://doi-org.proxy.bib.uottawa.ca/10.1007/s12310-024-09640-2
MacCormack, J., Fitzgerald, C., Whitley, J. & Sider, S. (2024). Lessons Learned: Home-School Collaboration for Students with SEN during Emergency Remote Teaching. Leadership & Policy in Schools, 23(1), 1-18. https://doi.org/10.1080/15700763.2022.2081217
Jomaa, H., Duquette, C., & Whitley, J. (2023). Elementary teachers’ perceptions and experiences regarding social-emotional learning in Ontario. Brock Journal of Education, 32(1), 9-37. HTTPS://DOI.ORG/10.26522/BROCKED.V32I1.948
Albert, J., Whitley, J., & Klan, A. (2023). Exploring public perception of mindfulness in Canadian schools: a news media content analysis. Brock Journal of Education, 32(1), 59-82. HTTPS://DOI.ORG/10.26522/BROCKED.V32I1.956
Bethune, S., Rogers, M., Smith, D., Whitley, J., McBrearty, N., & Hone, M. (2023). The impact of internalizing symptoms on impairment for children with ADHD: a strength-based perspective. Journal of Attention Disorders, 27(1), 26-37. https://doi.org/10.1177/10870547221115874
D’Agostino, B., Krause, A., Klan, A., Goldberg, B., Whitley, J., Rogers, M., Smith, D., Hone, M., & McBrearty, N. (2022). Navigating the triumphs and tribulations of a university-community children’s mental health partnership: reflections on the first year, as told by graduate students. Journal of Community Engagement and Scholarship 14(2), 1-13. DOI: 10.54656/jces.v14i2.41
MacCormack, J., Fitzgerald, C., Whitley, J. & Sider, S. (2022). “Listen, adjust and repeat”: Principals’ and parents’ perspectives of home-school collaboration during emergency remote teaching in Canada. Leadership & Policy in Schools. https://doi.org/10.1080/15700763.2022.2081217
O’Reilly, H., Rogers, M., Ogg, J., Tessa, R. Whitley, J., Santuzzi, A., Shelleby, E. C. (2022). A cohort study examining the association between children’s ADHD symptoms, internalizing symptoms, and mindful parenting during the COVID-19 pandemic. Paediatrics & Child Health. https://doi.org/10.1093/pch/pxab109
Smith, D. & Whitley, J. (2022). Teaching with acceptance and commitment: Building teachers’ social-emotional competencies for teaching effectiveness. The Educational Forum, 1-17. https://doi.org/10.1080/00131725.2022.2053620
Goldberg, B., Smith, J. D., Whitley, J., & Rogers, M. (2022). Bullying involvement among children receiving clinical care: Links to mental health indicators, individual strengths, and parenting challenges. Children and Youth Services, 1-17. https://doi.org/10.1080/0145935X.2022.2040358
Whitley, J., Matheson, I., Specht, J., & MacCormack, J. (2021). Perspectives of parents of children with SEN: self-efficacy and school supports during COVID-19 school closures. Exceptionality Education International, 31(1), 97-114. https://doi.org/10.5206/eei.v31i1.14097
Whitley, J., Beauchamp, M. H., & Brown, C. (2021). The impact of COVID-19 on the learning and achievement of vulnerable Canadian children and youth. Facets, 6(1), 1693-1713. https://www.facetsjournal.com/doi/10.1139/facets-2021-0096
Krause, A., Klan, A., Rogers, M., Quesnel, N., Whitley, J., & Smith, J. D. (2021). Student attendance and engagement: What have we learned from the pivot to virtual learning? Psynopsis, 43(3), 12-13. https://cpa.ca/docs/File/Psynopsis/2021-Vol43-3/index.html#p=12
Whitley, J., Duquette, C., Gooderham, S., Elliott, C., Orders, S., Klan, A. (2021). Implementation of a differentiated instruction initiative: Perspectives of leaders. Canadian Journal of Educational Administration and Policy, 196, 49-64.
Sider, S., MacCormack, J. & Whitley, J. (2021, Winter). Schools as an Equalizing Force: What the pandemic has taught us about school leadership and inclusive education. Canadian Association of Principals Journal. https://cdnprincipals.com/moving-forward-despite-uncertainty-leading-schools-during-a-pandemic.
Delorey, J., Specht, J., Fairbrother, M., Ismailos, L., Villella, M., Charles, E., Vanderloon, M., Gallagher, T., Howell, G., & Whitley, J. (In press). Experiences that shape pre-service teachers’ inclusive practice beliefs. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1862403
Krause, A., Goldberg, B., D'Agostino, Klan, A., Rogers, M., Smith, J. D., Whitley, J., Hone, M., & McBrearty, N. (2020). The association between problematic school behaviours and social and emotional development in children seeking mental health treatment. Emotional and Behavioural Difficulties, 25(3-4), 278-290. https://doi.org/10.1080/13632752.2020.1861852
Whitley, J. & Hollweck, T. (2020). Inclusion and equity in education: current policy reform in Nova Scotia, Canada. Prospects, 49(3), 297-312. https://doi.org/10.1007/s11125-020-09503-z
Whitley, J., Klan, A., & D’Agostino, B. (2020). Narratives of funding related to Inclusive Education: Canadian news media from 2014-2019. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1821446
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing Differentiated Instruction: A mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043-1061. https://doi.org/10.1080/13540602.2019.1699782
Whitley, J., Gooderham, S. (2016). Exploring mental health literacy among pre-service teachers. Exceptionality Education International, 26(2), 62-92.
Whitley, J. & Gooderham, S. (2016). Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue. Exceptionality Education International, 26, 1-4.
Whitley, J., & Gooderham, S. (2015). Mental health promotion efforts for children and youth in Canada and beyond: Evidence in research, policy and practice. Exceptionality Education International, 25, 91-111.
Whitley, J., Rawana, E., & Brownlee, K. (2014). A comparison of Aboriginal and non-Aboriginal students on the inter-related dimensions of self-concept, strengths and achievement. Brock Education Journal, 23(2), 24-46.
Whitley, J. (2014). Supporting educational success for Aboriginal students: Identifying key influences. McGill Journal of Education, 49(1), 155-182.
Lloyd, R., Whitley, J., & Olsen, S. (2013, Spring). Promoting ‘Comprehensive School Health' in Teacher Education: From Consumers of Knowledge to Champions of Health. Canadian Association of Principals Journal.
Whitley, J., Smith, D., & Vaillancourt, T. (2013). Promoting mental health literacy among educators: Critical in school based prevention and intervention. Canadian Journal of School Psychology, 28(1), 56-70.
Rawana, J., Norwood, S., & Whitley, J. (2011). A mixed-method evaluation of a strength-based bullying prevention program. Canadian Journal of School Psychology, 26(4), 283-300.
Whitley, J., Rawana, E. P., Brownlee, K., & Rawana, J. (2010). A longitudinal exploration of the academic and psychosocial outcomes of students with emotional/behavioural difficulties: The importance of student perceptions of themselves, their peer relationships, and their classrooms. Brock Education Journal, 19(2), 78-96.
Whitley, J. (2010). Modelling the influence of teacher characteristics on student achievement for Canadian students with and without Learning Disabilities. International Journal of Special Education, 25(3), 88-97.
Whitley, J., Rawana, E., Pye, M., & Brownlee, K. (2010). Are strengths the solution? An exploration of the relationships among teacher-rated strengths, classroom behaviour, and academic achievement of young students. McGill Journal of Education, 45(3), 495-510.
Anderson, C., Rawana, E., Brownlee, K., & Whitley, J. (2010). An investigation of the relationship between psychological strengths and the perception of bullying in early adolescents in schools. Alberta Journal of Educational Research, 56(4), pp. 470-481.
Whitley, J. (2010). Educational leaders and student diversity: Leading the way to inclusion. Exceptionality Education International, 20(2), 2-5.
Whitley, J. (2010). The role of educational leaders in supporting the mental health of all students. Exceptionality Education International, 20(2), 55-69.
Whitley, J., Lupart, J. L., & Beran, T. (2009). The characteristics and experiences of Canadian students receiving special education services for emotional/behavioural difficulties. Exceptionalities Education International, 19(1), 14-31.
Rawana, E., Latimer, K., Whitley, J., & Probizanski, M. (2009). Positive classroom strategies for teachers to engage students on their strengths. Canadian Teacher Magazine, 16-17.
Whitley, J., (2008). A model of general self-concept for students with Learning Disabilities: Does class placement play a role? Developmental Disabilities Bulletin, 36, 106-134..
Lupart, J., Whitley, J., Odishaw, J., & McDonald, L. (2008). Whole school evaluation and inclusion: How elementary school participants perceive their learning community. International Journal of Whole Schooling, 4(1), p. 40-65.
Whitley, J., Heath, N. L., & Finn, C. A. (2008). The role of attention/hyperactivity difficulties in the self-perceptions of children with behavioural difficulties. McGill Journal of Education, 43(1), p. 65-80.
Whitley, J., Lupart, J., & Beran, T. (2007). The characteristics and experiences of Canadian students receiving special education services for a Learning Disability. Exceptionality Education Canada, 17(3), p. 85-110.
Whitley, J., Lupart, J. L., & Beran, T. (2007). Differences in achievement between adolescents who remain in a K-8 school and those who transition to a junior high school. Canadian Journal of Education, 30(3), 649-669.
Zinck, L. C., Finn, C. A., Whitley, J. & Heath, N. L. (2005). Parental Awareness of services and severity emotional/behavioural difficulties in children. Exceptionality Education Canada, 61-77.