Wood, P (2024) ‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground. Children & Society. pp. 1-17. ISSN 0951-0605

Wood, P and Malone, E (2024) Gendering Emotions Work in Primary Schools: “Effortless” or “Important”? Journal of Research in Childhood Education. pp. 1-14. ISSN 0256-8543

Putwain, DW and Wood, P (2022) Riding the Bumps in Mathematics Learning: Relations Between Academic Buoyancy, Engagement, and Achievement. Learning and Instruction, 83. ISSN 0959-4752

Putwain, DW and Wood, P (2022) Anxiety In The Mathematics Classroom: Reciprocal Relations With Control and Value, and Relations with Subsequent Achievement. ZDM – Mathematics Education. ISSN 0044-4103

Wood, P (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education. pp. 1-17. ISSN 1360-3116

Wood, P (2020) Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools. Emotional and Behavioural Difficulties. ISSN 1363-2752

Putwain, DW, Wood, P and Pekrun, R (2020) Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy. Journal of Educational Psychology. ISSN 0022-0663

Putwain, DW, Schmitz, E, Wood, P and Pekrun, R (2020) The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes. British Journal of Educational Psychology, 91 (1). pp. 347-367. ISSN 0007-0998

Wood, P (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education, 34 (1). pp. 153-166. ISSN 0256-8543

Wood, P and Legg, N (2019) Special educational needs and disability provision within an English multi-academy trust: capturing the vision of its practitioners. Education 3-13. ISSN 0300-4279

Wood, P (2018) Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda? Pastoral Care in Education. ISSN 0264-3944

Wood, P (2017) Promoting and marginalising young children’s social and emotional experiences through SEL. Early Child Development and Care. ISSN 0300-4430

Wilby, RLW, Clifford, NJ, De Luca, P, Harrigan, S, Hillier, J, Hodgkins, R, Matthews, TR, Johnson, MF, Murphy, C, Noone, S, Parry, S, Prudhomme, C, Rice, S, Slater, L, Smith, KA and Wood, P (2017) The “dirty dozen” of freshwater science: Detecting then reconciling hydrological data biases and errors. Wiley Interdisciplinary Reviews, 4 (3). ISSN 1939-5078

Wood, P and Brownhill, S (2016) Absent fathers’, and children’s social and emotional learning: an exploration of the perceptions of ‘positive male role models’ in the primary school sector. Gender and Education. ISSN 1360-0516

Wood, P and Warin, J (2014) Social and emotional aspects of learning: Complementing, compensating and countering parental practices. British Educational Research Journal, 40 (6). pp. 937-951. ISSN 0141-1926