Fiona May

410 total citations
22 papers, 209 citations indexed

About

Fiona May is a scholar working on Education, Clinical Psychology and Sociology and Political Science. According to data from OpenAlex, Fiona May has authored 22 papers receiving a total of 209 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 13 papers in Clinical Psychology and 4 papers in Sociology and Political Science. Recurrent topics in Fiona May's work include Child and Adolescent Psychosocial and Emotional Development (7 papers), COVID-19 and Mental Health (6 papers) and Early Childhood Education and Development (6 papers). Fiona May is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (7 papers), COVID-19 and Mental Health (6 papers) and Early Childhood Education and Development (6 papers). Fiona May collaborates with scholars based in Australia, Spain and United States. Fiona May's co-authors include Kelly‐Ann Allen, Andrea Reupert, Gerald Wurf, Emily Berger, Umesh Sharma, Negar Jamshidi, Pearl Subban, Stuart Woodcock, Christine Grové and Jan Matthews and has published in prestigious journals such as Teaching and Teacher Education, Educational Psychology Review and Journal of Family Issues.

In The Last Decade

Fiona May

19 papers receiving 204 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Fiona May Australia 9 113 99 45 41 34 22 209
Gerald Wurf Australia 9 148 1.3× 97 1.0× 73 1.6× 56 1.4× 36 1.1× 26 248
Ioannis Katsantonis United Kingdom 8 100 0.9× 93 0.9× 108 2.4× 23 0.6× 22 0.6× 27 244
Katherine M. Ross United States 6 113 1.0× 131 1.3× 81 1.8× 79 1.9× 41 1.2× 16 241
Hyunhee Chung Netherlands 5 132 1.2× 144 1.5× 77 1.7× 63 1.5× 83 2.4× 46 298
Rodrigo A. Cárcamo Chile 9 154 1.4× 115 1.2× 35 0.8× 19 0.5× 35 1.0× 20 243
Denisse Manrique‐Millones Peru 10 64 0.6× 109 1.1× 73 1.6× 22 0.5× 23 0.7× 25 194
Samantha Bates United States 9 75 0.7× 58 0.6× 52 1.2× 73 1.8× 24 0.7× 44 212
Jungnam Kim United States 9 139 1.2× 85 0.9× 101 2.2× 51 1.2× 50 1.5× 25 247
Jennifer Hall Canada 10 123 1.1× 32 0.3× 38 0.8× 31 0.8× 22 0.6× 38 224
Michael Rozalski United States 8 95 0.8× 92 0.9× 26 0.6× 50 1.2× 33 1.0× 22 220

Countries citing papers authored by Fiona May

Since Specialization
Citations

This map shows the geographic impact of Fiona May's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Fiona May with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Fiona May more than expected).

Fields of papers citing papers by Fiona May

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Fiona May. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Fiona May. The network helps show where Fiona May may publish in the future.

Co-authorship network of co-authors of Fiona May

This figure shows the co-authorship network connecting the top 25 collaborators of Fiona May. A scholar is included among the top collaborators of Fiona May based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Fiona May. Fiona May is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Allen, Kelly‐Ann, et al.. (2024). Expressions of gratitude in education: an analysis of the #ThankYourTeacher campaign. International Journal for Educational Integrity. 20(1). 3 indexed citations
2.
3.
Allen, Kelly‐Ann, et al.. (2024). Belonging in Higher Education: A Twenty Year Systematic Review. Journal of University Teaching and Learning Practice. 21(5). 10 indexed citations
4.
Allen, Kelly‐Ann, Emily Berger, Fiona May, et al.. (2024). Improving sense of school belonging in Indian schools: Student perspectives. Psychology in the Schools. 62(2). 564–583. 2 indexed citations
5.
Tate, Larry G., Kelly‐Ann Allen, Emily Berger, et al.. (2024). Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving Beyond COVID‐19. Journal of School Health. 94(12). 1174–1184.
6.
Allen, Kelly‐Ann, Christopher Greenwood, Emily Berger, et al.. (2024). Adolescent School Belonging and Mental Health Outcomes in Young Adulthood: Findings from a Multi-wave Prospective Cohort Study. School Mental Health. 16(1). 149–160. 18 indexed citations
7.
Allen, Kelly‐Ann, Emily Berger, Fiona May, et al.. (2024). Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives. European Journal of Education. 59(4). 1 indexed citations
8.
9.
Berger, Emily, Andrea Reupert, Kelly‐Ann Allen, et al.. (2023). The Experiences of Australian School Mental Health Professionals during COVID-19 Lockdowns. Children. 10(7). 1157–1157. 4 indexed citations
10.
Sharma, Umesh, Tim Loreman, Fiona May, et al.. (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education. 39(2). 167–184. 10 indexed citations
11.
Allen, Kelly‐Ann, Emily Berger, Andrea Reupert, et al.. (2023). Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving Beyond COVID-19. School Mental Health. 15(3). 927–939. 11 indexed citations
12.
Aiello, Paola, Umesh Sharma, Laura Sokal, et al.. (2023). Identifying teachers’ strengths to face COVID-19: narratives from across the globe. Cambridge Journal of Education. 53(3). 357–374. 5 indexed citations
13.
May, Fiona, Kelly‐Ann Allen, Emily Berger, et al.. (2022). Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. School Psychology International. 44(4). 447–467. 5 indexed citations
14.
Reupert, Andrea, Fiona May, Emily Berger, et al.. (2022). COVID-19 and Australian school psychology: Qualitative perspectives for enhancing future practice. School Psychology International. 43(3). 219–236. 6 indexed citations
15.
Sharma, Umesh, et al.. (2022). “In any crisis there is an opportunity for us to learn something new”: Australian teacher experiences during COVID-19. The Australian Educational Researcher. 50(5). 1303–1321. 12 indexed citations
16.
Subban, Pearl, Stuart Woodcock, Umesh Sharma, & Fiona May. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education. 119. 103853–103853. 15 indexed citations
17.
Wade, Catherine, et al.. (2022). Influences on Fathers’ Information- and Support-Seeking for Parenting. Journal of Family Issues. 44(11). 2824–2845. 4 indexed citations
18.
Reupert, Andrea, Kelly‐Ann Allen, Emily Berger, et al.. (2021). The practices of psychologists working in schools during COVID-19: A multi-country investigation.. School Psychology. 37(2). 190–201. 17 indexed citations
19.
Allen, Kelly‐Ann, Negar Jamshidi, Emily Berger, et al.. (2021). Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review. Educational Psychology Review. 34(1). 229–257. 61 indexed citations
20.
May, Fiona, Louise McLean, Angelika Anderson, et al.. (2012). Father participation with mothers in the Signposts program: An initial investigation. Journal of Intellectual & Developmental Disability. 38(1). 39–47. 19 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Gerald Wurf Breakdown of academic impact, for papers by Ioannis Katsantonis Breakdown of academic impact, for papers by Katherine M. Ross Breakdown of academic impact, for papers by Hyunhee Chung Breakdown of academic impact, for papers by Rodrigo A. Cárcamo Breakdown of academic impact, for papers by Denisse Manrique‐Millones Breakdown of academic impact, for papers by Samantha Bates Breakdown of academic impact, for papers by Jungnam Kim Breakdown of academic impact, for papers by Jennifer Hall Breakdown of academic impact, for papers by Michael Rozalski
Rankless by CCL
2026