Garry Squires

1.0k total citations
61 papers, 608 citations indexed

About

Garry Squires is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Garry Squires has authored 61 papers receiving a total of 608 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 27 papers in Clinical Psychology and 21 papers in Developmental and Educational Psychology. Recurrent topics in Garry Squires's work include Early Childhood Education and Development (19 papers), Educational and Psychological Assessments (16 papers) and Child and Adolescent Psychosocial and Emotional Development (15 papers). Garry Squires is often cited by papers focused on Early Childhood Education and Development (19 papers), Educational and Psychological Assessments (16 papers) and Child and Adolescent Psychosocial and Emotional Development (15 papers). Garry Squires collaborates with scholars based in United Kingdom, Qatar and United States. Garry Squires's co-authors include Neil Humphrey, Michael Wigelsworth, Kevin Woods, Alexandra Barlow, Peter Farrell, Ann Lendrum, David Armstrong, Sarah Lewis, M. O’Connor and Carol S. Weisman and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and British Journal of Educational Psychology.

In The Last Decade

Garry Squires

58 papers receiving 520 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Garry Squires United Kingdom 14 359 356 273 72 62 61 608
Allison H. Friedman‐Krauss United States 11 258 0.7× 545 1.5× 144 0.5× 48 0.7× 44 0.7× 21 675
José M. Castillo United States 14 285 0.8× 165 0.5× 344 1.3× 235 3.3× 73 1.2× 42 580
Katherine McCormick United States 14 247 0.7× 236 0.7× 112 0.4× 57 0.8× 40 0.6× 29 481
Dawn Marie Decker United States 9 156 0.4× 278 0.8× 135 0.5× 84 1.2× 24 0.4× 13 439
Marlo A. Perry United States 11 513 1.4× 812 2.3× 164 0.6× 50 0.7× 45 0.7× 13 1.0k
Paul A. Bartolo Malta 12 230 0.6× 248 0.7× 69 0.3× 81 1.1× 32 0.5× 35 457
Scott L. Graves United States 17 299 0.8× 394 1.1× 185 0.7× 213 3.0× 31 0.5× 53 683
Angeleque Akin‐Little United States 12 195 0.5× 165 0.5× 156 0.6× 86 1.2× 33 0.5× 27 432
Lily Steyer United States 4 149 0.4× 266 0.7× 83 0.3× 58 0.8× 34 0.5× 8 427

Countries citing papers authored by Garry Squires

Since Specialization
Citations

This map shows the geographic impact of Garry Squires'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 Garry Squires with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Garry Squires more than expected).

Fields of papers citing papers by Garry Squires

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Garry Squires. 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 Garry Squires. The network helps show where Garry Squires may publish in the future.

Co-authorship network of co-authors of Garry Squires

This figure shows the co-authorship network connecting the top 25 collaborators of Garry Squires. A scholar is included among the top collaborators of Garry Squires 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 Garry Squires. Garry Squires 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.
Squires, Garry. (2025). The problem is that inclusion in England is simply rhetoric with no real substance. British Journal of Special Education. 52(2). 192–196.
2.
Wigelsworth, Michael, et al.. (2024). A conceptual model for teacher wellbeing: towards a holistic understanding. Cogent Education. 11(1). 3 indexed citations
3.
Wigelsworth, Michael, et al.. (2024). A systematic review of primary school teachers’ wellbeing: room for a holistic approach. Frontiers in Psychology. 15. 1358424–1358424. 6 indexed citations
4.
Bagnall, Charlotte Louise, et al.. (2023). Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example. Research Explorer (The University of Manchester). 47(2). 22–28. 3 indexed citations
5.
Young, Alys, et al.. (2023). Introducing the READY Study: DHH Young people’s Well-Being and Self-Determination. The Journal of Deaf Studies and Deaf Education. 28(3). 267–279. 4 indexed citations
6.
Halder, Santoshi & Garry Squires. (2023). Inclusion and Diversity. 1 indexed citations
7.
Humphrey, Neil, Ann Lendrum, Michael Wigelsworth, et al.. (2018). The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. SHILAP Revista de lepidopterología. 6(10). 1–116. 21 indexed citations
8.
Humphrey, Neil, Alexandra Barlow, Michael Wigelsworth, et al.. (2016). A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Journal of School Psychology. 58. 73–89. 56 indexed citations
9.
Squires, Garry, Afroditi Kalambouka, & Joanna Bragg. (2016). A Study of the Experiences of Post Primary Students with Special Educational Needs: Research Report 23. Research Explorer (The University of Manchester). 1 indexed citations
10.
Barlow, Alexandra, Neil Humphrey, Ann Lendrum, Michael Wigelsworth, & Garry Squires. (2014). Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities. Research in Developmental Disabilities. 36. 505–525. 5 indexed citations
11.
Armstrong, David & Garry Squires. (2014). Key Perspectives on Dyslexia: An essential text for educators. Research Explorer (The University of Manchester). 4 indexed citations
12.
Banks, Tachelle, Garry Squires, & Karla Anhalt. (2014). Interdisciplinary Collaboration: Cognitive Behavioral Interventions in Special Education and School Psychology. Creative Education. 5(10). 758–768. 7 indexed citations
13.
Humphrey, Neil, Ann Lendrum, Alexandra Barlow, Michael Wigelsworth, & Garry Squires. (2013). Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities. Research in Developmental Disabilities. 34(4). 1210–1225. 37 indexed citations
14.
Squires, Garry. (2013). Introduction to Cognitive Behavioural Therapy. Research Explorer (The University of Manchester). 2 indexed citations
15.
Squires, Garry, Neil Humphrey, Alexandra Barlow, & Michael Wigelsworth. (2012). The identification of special educational needs and the month of birth: differential effects of category of need and level of assessment. European Journal of Special Needs Education. 27(4). 469–481. 11 indexed citations
16.
Squires, Garry & Sandra Dunsmuir. (2011). Embedding Cognitive Behavioural Therapy training in practice: facilitators and barriers for trainee educational psychologists (TEPs). Educational Psychology in Practice. 27(2). 117–132. 10 indexed citations
17.
Squires, Garry & Sandra Dunsmuir. (2009). Working with Schools.. Research Explorer (The University of Manchester). 1 indexed citations
18.
Squires, Garry, et al.. (2007). Educational Psychologists’ Contribution to theEvery Child MattersAgenda: The parents’ view. Educational Psychology in Practice. 23(4). 343–361. 17 indexed citations
19.
Squires, Garry, et al.. (2003). Peer Supervision for EPs as a Means to Quality Service Delivery. Research Explorer (The University of Manchester). 1 indexed citations
20.
Weisman, Carol S. & Garry Squires. (2000). Women’s health centers: are the National Centers of Excellence in Women’s Health a new model?. Women s Health Issues. 10(5). 248–255. 29 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 Allison H. Friedman‐Krauss Breakdown of academic impact, for papers by José M. Castillo Breakdown of academic impact, for papers by Katherine McCormick Breakdown of academic impact, for papers by Dawn Marie Decker Breakdown of academic impact, for papers by Marlo A. Perry Breakdown of academic impact, for papers by Paul A. Bartolo Breakdown of academic impact, for papers by Scott L. Graves Breakdown of academic impact, for papers by Angeleque Akin‐Little Breakdown of academic impact, for papers by Lily Steyer
Rankless by CCL
2026