Dr Deborah Green is a leading Initial Teacher Education scholar and a Senior Fellow of the UK Higher Education Academy. She has expertise in bullying prevention research with a focus on translation into practical wellbeing solutions for schools, communities, and policymakers. Her work bridges the gap between research, policy, and practice, drawing on over a decade of experience leading projects that address the complex dynamics of bullying, to inform associated youth mental health outcomes.
As a dedicated educator, she brings this expertise into Initial Teacher Education, designing and delivering high-quality teaching in both Humanities and Social Science education and student wellbeing equipping future teachers with the knowledge and... Read more
About me
Dr Deborah Green is a leading Initial Teacher Education scholar and a Senior Fellow of the UK Higher Education Academy. She has expertise in bullying prevention research with a focus on translation into practical wellbeing solutions for schools, communities, and policymakers. Her work bridges the gap between research, policy, and practice, drawing on over a decade of experience leading projects that address the complex dynamics of bullying, to inform associated youth mental health outcomes.
As a dedicated educator, she brings this expertise into Initial Teacher Education, designing and delivering high-quality teaching in both Humanities and Social Science education and student wellbeing equipping future teachers with the knowledge and skills to foster safe, inclusive, and critically engaged learning environments. Deborah is regularly called upon as a subject matter expert to inform state and national frameworks and curricula and has guided evidence-informed practice in educational and community settings. She is invited to contribute expertise for leading local and national Initial Teacher Education accreditation panels. She chairs the Education Futures Teaching and Learning Strategy Group; is Executive Secretary of Social and Citizenship Education Association of Australia; and inaugural Vice Chair of Humanities and Social Science Association of Australia.
Committed to working collaboratively across sectors to build capacity, influence policy, and drive positive change Deborah combines rigorous research with meaningful engagement and a passion for teaching. Strategies ensure the centrality of co-participatory practices, youth voice and collaboration. She is regularly invited to provide media commentary on bullying, cyberbullying, social media and student wellbeing.
About me
Australian Universities Anti-Bullying Research Alliance; International Observatory for School Climate and Violence Prevention (IOSCVP), European Association of Developmental Psychology, Executive Secretary of Social and Citizenship Education Association of Australia, Co-editor: The Social Educator, HaSS SA (Secretary),Geography Teacher's Association of South Australia,History Teacher's Association of South Australia,HaSS Advisory Committee,Social Education Association,Social Education Association (Qld),Australian Curriculum Studies Association (ACSA) Conference Committee,Australian Association for Research in Education Inc (AARE),Australian Research Alliance for Children and Youth (ARACY),Australasian Human Development Association,Australian Education Union (AEU) ,Golden Key International Honour Society, Humanities and Social Science Association of Australia; Sammy D Foundation.
About me
Doctorate of Education University of South Australia
Bachelor of Education (Junior Primary & Primary) with Honours University of South Australia
Persistent bullying,Cyber-bullying,Bullying,Children 'at risk' and childhood resilience,Student Wellbeing,Peer relationships,Behaviour and Classroom Management, Humanities and Social Science Education, Inclusive practices,Children with special educational needs
Research
Excludes commercial-in-confidence projects.
Reimagining leadership for school inclusion: school community members driving change, Holy Family Catholic School, 03/07/2024 - 31/12/2025
Naturally Brave Project, Growing With Gratitude, 14/10/2024 - 20/12/2024
Australian Schools Anti-Bullying Collective (ASAC)'s Academic Literature Review 2023, QLD Dept of Education, 13/10/2023 - 05/07/2024
Research
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2024 |
|
| 2019 |
1
|
| 2016 |
1
|
| Year | Output |
|---|---|
| 2024 |
|
| 2024 |
|
| 2024 |
|
| 2023 |
|
| 2021 |
|
| 2019 |
|
| 2019 |
|
| 2016 |
|
| Year | Output |
|---|---|
| 2024 |
Open access
2
2
17
|
| 2023 |
Open access
|
| 2023 |
Open access
|
| 2022 |
Open access
9
5
|
| 2022 |
Open access
12
10
2
|
| 2020 |
Open access
1
|
| 2020 |
|
| 2019 |
Open access
|
| 2014 |
40
24
|
| Year | Output |
|---|---|
| 2024 |
Open access
|
| 2024 |
|
| 2015 |
Open access
|
| 2011 |
Open access
|
Research
Persistent bullying,Cyber-bullying,Bullying,Children 'at risk' and childhood resilience,Student Wellbeing,Peer relationships,Behaviour and Classroom Management, Humanities and Social Science Education, Inclusive practices,Children with special educational needs
External engagement & recognition
| Organisation | Country |
|---|---|
| Hashemite University | JORDAN |
| Isra University | PAKISTAN |
| Queensland University of Technology | AUSTRALIA |
| University of Melbourne | AUSTRALIA |
| University of Petra | JORDAN |
| University of South Australia | AUSTRALIA |
| University of Sydney | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
Best Paper Award 2023 - Green, D. M., Taddeo, C. M., Price, D. A., Pasenidou, F., & Spears, B. A. (2022). A qualitative meta-study of youth voice and co-participatory research practices: Informing cyber/bullying research methodologies. International journal of bullying prevention, 4(3), 190-208.International Journal of Bullying Prevention |
2023 |
MemberAustralian Research Alliance for Children and Youth (ARACY) |
2018 |
MemberHistory Teacher's Association of South Australia |
2018 |
MemberAustralian Association for Research in Education (AARE) |
2018 |
MemberAustralasian Human Development Association |
2018 |
MemberSocial Education Association |
2018 |
MemberGeography Teacher's Association of South Australia |
2018 |
MemberSocial Education Association, Queensland |
2018 |
MemberAustralian Education Union (AEU) |
2018 |
MemberPrimary English Teaching Association |
2018 |
Advisory Committee MemberHumanities and Social Sciences (HaSS) |
2017 |
MemberGeography Teacher's Association of South Australia |
2017 |
MemberAustralian Association for Research in Education (AARE) |
2017 |
MemberAustralian Research Alliance for Children and Youth (ARACY) |
2017 |
MemberPrimary English Teaching Association |
2017 |
MemberSocial Education Association, Queensland |
2017 |
MemberSocial Education Association |
2017 |
MemberAustralasian Human Development Association |
2017 |
MemberHistory Teacher's Association of South Australia |
2017 |
MemberAustralian Education Union (AEU) |
2017 |
SecretaryHumanities and Social Sciences (HaSS) SA |
2017 |
Peer Relationships, Humanities and Social Science (Society and Environment),Inclusive Education,Children with Special Needs,Global Education,
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| An Ecological Case Study of the Digital Networks of Children with a Learning Difficulty, Disability, or other Educational Challenge | Current |
| Exploring the perspectives of school-aged students on the autism spectrum about their inclusion and educational experiences in Saudi Arabia mainstream schools | Current |
| Positive education in schools on scale and over time. What makes it stick? | Current |
| Understanding International students¿ wellbeing and how they perceived support within their Higher Education context | Current |
| A co-designed "architecture of schooling" framework: a South Australian primary school case study exploring the intersectionality of architecture and inclusive education | Completed |
| An investigation into partnerships between mothers of children with disabilities and schools | Completed |
| Being smart is not enough: a mixed methods approach to defining, framing and building a scale to measure psychological safety in secondary school student contexts | Completed |
| Role stress and existential stress in adolescents: relationship with emotional intelligence and wellbeing | Completed |
| Volunteering in Australian Islamic schools: students¿ perspectives, experiences, motivations and challenges | Completed |
