Academic Journal
Q2Pastoral Care in Education
About Pastoral Care in Education
Pastoral Care in Education is a scholarly journal published by Routledge. SCImago 2025 lists it in Q2, with an SJR of 0.512 and H-index of 30.
Coverage: 1983-2026. Research categories: Education (Q2); Developmental and Educational Psychology (Q3).
Verified field sources
- Journal Impact Factor: 1.3 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Religious Education and Schools; Early Childhood Education and Development; Religion, Society, and Development; Theological Perspectives and Practices; Child and Adolescent Psychosocial and Emotional Development; Educational and Psychological Assessments.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Relational care in conflict: how Vietnamese students navigate roles and cultural logic
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Cedric Drake
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Nisreen Abunaba, Mayada Al-Natour
2026-09-25 · DOI: 10.1080/02643944.2026.2738163Teachers’ and learners’ perspectives on praise as a classroom management strategy in special schools
Motsekiso Calvin Letuma
2026-09-16 · DOI: 10.1080/02643944.2026.2734900The autobiographical memories of young adults excluded from secondary schools in England
Shaalan Farouk, Simon Edwards
2026-09-15 · DOI: 10.1080/02643944.2026.2731009‘I wanted to raise their status in the school’: valuing and including learning assistants
Kerry Vincent
2026-08-29 · DOI: 10.1080/02643944.2026.2725635The informal pastoral curriculum in Saudi special education: teachers’ accounts of supporting the social and emotional development of students with intellectual disabilities
Abdullah Aljudaya
2026-08-26 · DOI: 10.1080/02643944.2026.2725637Assessing social and emotional learning in schools: a scoping review of whole-school SEL assessment
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2026-08-20 · DOI: 10.1080/02643944.2026.2710983‘The coat still hanging on the peg’: permanent exclusion as moral injury in English primary headship: a reflective essay
Lee Faris
2026-08-19 · DOI: 10.1080/02643944.2026.2720454Restorative practices in South Korean schools: opportunities and institutional barriers in a punitive educational context
Gabor Hera, Jae Young Lee
2026-08-18 · DOI: 10.1080/02643944.2026.2720453A trauma-informed multi-agency framework for pastoral care and school-linked wellbeing support: the C.R.A.D.L.E. Framework
John Olusola Ojo
2026-08-18 · DOI: 10.1080/02643944.2026.2720452Making character visible: a mixed-methods study of the Virtue Mural in early and primary classrooms
Michael J. Haslip, Kayina Abudurexiti
2026-08-17 · DOI: 10.1080/02643944.2026.2710987More than signals: primary students’ emotional and relational responses to classroom management gestures in Singapore
Michael Zhengan Chen
2026-08-16 · DOI: 10.1080/02643944.2026.2720459Supporting social media and algorithmic literacy in secondary schools: school staff confidence, provision, and online harms
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2026-08-12 · DOI: 10.1080/02643944.2026.2710985Developing Cycliteracy - exploring pathways towards increased menstrual health understanding and support in schools
Uma Dinsmore-Tuli, Lucy Beynon, Brettany K. Hartwell
2026-08-04 · DOI: 10.1080/02643944.2026.2710989Self-rated mental health among teachers in Northern Ireland: the role of mental health and well-being training
Sabrina Fitzsimons, Catherine Furlong, Pia O’Farrell, Paul Hazzard et al.
2026-08-03 · DOI: 10.1080/02643944.2026.2714108Helping hands or holding back? Exploring a primary-like learning structure for students with SEND in the transition to secondary school
Django Wylie, Nicole Cara
2026-07-31 · DOI: 10.1080/02643944.2026.2710988The unheard voices: Students’ perspectives on positive behaviour support in Swedish compulsory schools
Fathi. Abou Zaid, Lena. Boström
2026-07-30 · DOI: 10.1080/02643944.2026.2710984The effect of a structured social-emotional learning program on primary school students’ social-emotional development: a quasi-experimental study
Özcan Palavan, Musa Yildiz
2026-07-28 · DOI: 10.1080/02643944.2026.2710986Barriers and support needs in delivering mental health education: teachers’ perspectives from a qualitative pilot study
Suriana Arifin, Nurwina Anuar, Noor Azizah Abd Rahman
2026-07-17 · DOI: 10.1080/02643944.2026.2698855Reviews
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October 2, 2026 at 9:25 pm
October 2, 2026