Status: 05.2025

Journals with double-blind peer review (*) as well as journal articles and book contributions

*Schlesier, J. & Raufelder, D. (2025). Socio-emotional school experiences of pupils: Individual differences, contextual conditioning factors and opportunities for support (Editorial). Journal of Educational Science, 28 (2), 267-269. https://doi.org/10.1007/s11618-025-01304-4

*Schlesier, J^.a), Obermeier, R^.a) & Gläser-Zikuda, M. (in revision/major revision). Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation. In revision at British Journal of Educational Psychology. ^a)Shared first authorship.

Schlesier, J., Parade, R. & Rank, A. (accepted, expected 2025). The roots of learning: Exploring Germany's primary education system. In J. Schlesier, A. Frey, F. Hoya, R. Parade & A. Rank. Foundations of Learning: Unveiling the Mosaic of Primary Education Systems Worldwide, Klinkhardt Verlag.

*Schlesier, J. Raufelder, D. & Raccanello, D. (in revision/major revision). Individual differences in students' emotion regulation strategies considering their learning environment. In revision at Learning and Instruction.

*Schlesier, J. & Obermeier, R. (2025). Individual and contextual determinants of primary and early secondary school students' school well-being: A discriminant analysis and cross-lagged panel model approach. Child Indicators Research. https://doi.org/10.1007/s12187-025-10239-5

Schlesier, J., Rank, A., Then, D., Pohlmann-Rother, S., Herding, J., Büker, P. & Carle, U. (in press/2025). Accompanying transitions of children with difficult learning and participation prerequisites. In Jahrbuch Grundschulforschung, Volume 29 (Reference Necessities of Primary School - Pedagogy and Specialised Didactics in Primary School Education), Verlag Julius Klinkhardt.

Meyer, S., Schlesier, J. & Lichtenfeld, S. (in press/2025). The importance of emotional experience in learning to read in primary school: Development and piloting of a questionnaire (AEQ-REES). In Jahrbuch Grundschulforschung, Vol. 29 (Reference Necessities of Primary School - Pedagogy and Specialised Didactics in Primary School Education), Verlag Julius Klinkhardt.

*Schlesier, J. & Hoferichter, F. & Kracht, F. (2025). "Learning through Engagement" (LdE) as an approach to promote socio-emotional school experiences: Results of an intervention study in primary school. Journal of Educational Science, 28(2), 499-528. https://doi.org/10.1007/s11618-025-01305-3

Rank, A. & Schlesier, J. (in press/2025). Inclusion and children's rights. In S. Ertl, M. Gläser-Zikuda, A. Schieler & A. Schneider, Shaping transitions - strengthening children's rights. Beltz Juventa.

Obermeier, R., Meyer, S. & Schlesier, J. (in print/2025). Protective rights to children's well-being and health in the context of transitions. In S. Ertl, M. Gläser-Zikuda, A. Schieler & A. Schneider, Shaping transitions - strengthening children's rights. Beltz Juventa.

*Schlesier, J. & Raufelder, D. (2024). Socio-emotional school experiences of pupils - theoretical foundations, methodological challenges and empirical findings. Journal of Educational Science, 28(2), 271-299. https://doi.org/10.1007/s11618-024-01238-3

*Meyer, S., Schlesier, J. & Gläser-Zikuda, M. (2024). Do individual and school predictors influence students' experience of the emotions joy and boredom after the transition to secondary school? Journal of Educational Science, 28(2), 441-465. https://doi.org/10.1007/s11618-024-01281-0

*Westphal, A., Schulze, A., Schlesier, J. & Lohse-Bossenz, H. (2024). Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree. Teaching and Teacher Education, 150, 104718. https://doi.org/10.1016/j.tate.2024.104718

*Schlesier, J., Raufelder, D., Ohmes, L. & Moschner, B. (2024). How do primary and early secondary school students report dealing with positive and negative achievement emotions in class? A mixed-methods approach. Education Sciences (Special Issue Advancing Research and Methods about Students and Teachers' Emotions: Correlates, Predictors, and Outcomes, Edited by D. Raccanello, E. Florit & A. Moè), 14, 582. https://doi.org/10.3390/educsci14060582

*Obermeier, R., Schlesier, J., & Hinrichs, K. (2024). The mediating role of social relationships between perceived classroom management and adolescents' academic well-being: A multilevel analysis. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00894-7

*Hoferichter, F. & Schlesier, J. (2024). Striving to learn and feeling well? The effects of students' achievement goal-orientation on their psychological and physical well-being over one school year. Journal of Educational Science, 28(2), 397-418. https://doi.org/10.1007/s11618-024-01270-3

*Schlesier, J. & Westphal, A. (2024). Exploring student teachers' latent coping profiles and their relations to perceived stress and stressors. Stress & Health, 40(5), e3422. https://doi.org/10.1002/smi.3422

*Ohmes, L., Schlesier, J. & Moschner, B. (2024). Feeling better when learning with creative tools? Exploring the effects of a sketchnote intervention on students' achievement emotions. Journal of Educational Science, 28(2), 529-551. https://doi.org/10.1007/s11618-024-01284-x

Schlesier, J. & Markus, S. (2024). Social relationships in primary school. Grundschule, 5(24) (special issue 'Lehrer-Schüler-Beziehungen', ed.: K. Liebers & E. Kanold). https://www.westermann.de/anlage/4668843/Soziale-Beziehungen-in-der-Grundschule-Ein-Fundament-fuer-Bildung-und-Entwicklung#Informationen

*Schlesier, J., Raufelder, D., & Moschner, B. (2024). Construction and initial validation of the DECCS questionnaire to assess how students deal with emotionally challenging classroom situations (Grades 4-7). The Journal of Early Adolescence, 44(2), 141-170. https://doi.org/10.1177/02724316231162307

Schlesier, J., Lisek, G., Westphal, A. & Lohse-Bossenz, H. (2023). "You actually only learn in practice" - A qualitative interview study with students and teachers on the opportunities and challenges of the semester-accompanying practical day concept. In D. Behrens, M. Forell, T.-S. Idel & S. Pauling (Eds.), Schule und Lehrkräftebildung in der Bedarfskrise, Verlag Julius Klinkhardt.

*Schlesier, J., Vierbuchen, M.-C., & Matzner, M. (2023). Bullied, anxious and skipping school? The interplay of school bullying, school anxiety and school absenteeism considering gender and grade level. Frontiers in Education, 8, 951216. doi.org/10.3389/feduc.2023.951216

*Obermeier, R., Schlesier, J. & Gläser-Zikuda, M. (2022). Trajectories of scholastic well-being: How do achievement emotions and instructional quality affect it in the first year of secondary school (fifth grade)? Social Psychology of Education. doi.org/10.1007/s11218-022-09726-2.

Schlesier, J. & Vierbuchen, M.-C. (2022). "He completely lost it": Aggressive behaviour of pupils in primary school lessons from a teacher's perspective. In E. Gläser, J. Poschmann, P. Büker & S. Miller (Eds.), Reflection and reflexivity in the primary school context. Perspectives for research, teacher education and practice (136-142), Bad Heilbrunn: Verlag Julius Klinkhardt. Open Access Link: https://elibrary.utb.de/doi/10.35468/9783781559653

*Obermeier, R., Schlesier, J., & Gläser-Zikuda, M. (2021). Differences in students' scholastic well-being induced by familial and scholastic variables. British Journal of Educational Psychology, 92(3), 994-1010. 10.1111/bjep.12484.

*Meyer, S., & Schlesier, J. (2021). The development of achievement emotions after transition to secondary school: A multilevel growth curve modelling approach. European Journal of Psychology of Education, 37, 141-161. doi.org/10.1007/s10212-021-00533-5

*Wagener, U., Reimer, M., Lüschen, I., Schlesier, J., & Moschner, B. (2019). "Crassly related to the teaching profession" - Student teachers want more coherence in their teacher training programme. Herausforderung Lehrer_innenbildung, 2(1), 216-226, doi.org/10.4119/hlz-2488. (Open access at link: www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2488/3252)

*Schlesier, J., Roden, I., & Moschner, B. (2019). Emotion Regulation in Primary School Children: A Systematic Review. Children and Youth Services Review, 100, 239-257, doi.org/10.1016/j.childyouth.2019.02.044

Schlesier, J., Wagener, U., & Moschner, B. (2019). Observation as a method for researching self-regulated learning in primary school children. In Hartnack, F. (Ed.), Qualitative research with children (279-310). Wiesbaden: Springer VS. doi: doi.org/10.1007/978-3-658-24564-1_9

Lohbeck, A., Schlesier, J., Wagener, U., & Moschner, B. (2018). Emotion regulation strategies, emotions and cognitive learning strategies of students. In Hagenauer, G., & Hascher, T. (Eds.), Emotions and emotion regulation in school and higher education (52-72). Münster, New York: Waxmann.

Schlesier, J. (2017). Teacher perceptions of the development of emotion regulation in the primary school context. In Schmitt, A., Sterdt, E. & Fischer, L. (Eds.), Empirical work in early childhood education in the context of an evidence-based approach - a conference report (47-58). Cologne, Kronach: Carl Link.

Editorships of professional journals

Schlesier, J., Raufelder, D. & Raccanello, D. (forthcoming 2026). Woven Together: Emotions, Social Relationships, and the Experience of Learning. British Journal of Educational Psychology. See Call for abstracts.

Schlesier, J., Raufelder, D., & Lazarides, R. (2025): Socio-emotional school experiences of students: Individual differences, contextual conditioning factors and support options, special issue of the Zeitschrift für Erziehungswissenschaft, 28(2). https://link.springer.com/journal/11618/volumes-and-issues/28-2

Editorships of anthologies/book series, monographs and test publications

Schlesier, J., Baar, R., Büker, P. & Rank, A. (expected 2025). Grundschule international/Primary Education International (series), Klinkhardt Verlag.

Schlesier, J., Frey, A., Hoya, F., Parade, R. & Rank, A. (forthcoming 2025). Foundations of Learning: Unveiling the Mosaic of Primary Education Systems Worldwide, Klinkhardt Verlag. Link to the call for abstracts.

Schlesier, J., Raufelder, D., Eschenbeck, H., Kohlmann, C.-W. & Lohaus, A. (in print/expected 2026). Questionnaire to assess stress and stress management in preschool and primary school children (SSK-Mini). Hogrefe.

Schlesier, J. (2020). Learning and performance emotions, emotion regulation and teacher-schoolchild interaction: An integrative model. Bad Heilbronn: Klinkhardt. (Doctoral thesis)

Other publications

Schlesier, J. & Bloem, J. (2025). "Emotion has always been a personal topic for me" - An interview with EARLI SIG 8 Motivation and Emotion 2024 Lifetime Award Recipient Reinhard Pekrun. Available via: https://motivation-emotion.eu/2025/04/29/interview-with-earli-sig08-motivation-and-emotion-life-time-achievement-award-2024-recipient-prof-dr-reinhard-pekrun/

Mori, J. & Schlesier, J. (2023). Interview with EARLI Motivation and Emotion SIG 2022 Lifetime Award Recipient Thea Peetsma (February 2023), EARLI SIG08 (Motivation & Emotion). Available via: http://motivation-emotion.eu/wp-content/uploads/2023/03/Interview_Thea-Peetsma.pdf

Status: 10.2024

Keynote

Schlesier, J. (2024). Socio-emotional school experiences of pupils - theoretical foundations, empirical findings and conditions for success. Keynote speech at the Pedagogical Day of the University of Vechta with the topic "Equal participation of all students - Designing inclusive learning environments in the context of school", 26 April 2024. Further information here.

Conference contributions with peer review (double-blind; selection: only current contributions)

Schlesier, J., Raufelder, D. & Raccanello, D. (2024). Differences in students' emotion regulation considering perceived learning environment. Earli Sig 8 Conference (Motivation and Emotion, ICM), 28-30 August 2024, University of Bern, Lecture.

Schlesier, J. & Obermeier, R. (2024). Individual and contextual determinants of primary
and early secondary school students' well-being. Earli Sig 8 Conference (Motivation and Emotion, ICM), 28-30 August 2024, University of Bern, presentation as part of the symposium: Individual and Contextual Factors Affecting Well-Being, Satisfaction, and Performance in Education, Organisation: Laura Ohmes & Frances Hoferichter.

Schlesier, J., Rank, A., Then, D., Pohlmann-Rother, S., Herding, J., Büker, P. & Carle, U. (2024). Symposium "Transitions in inclusion when moving to and from primary school". Submitted for the annual conference of the DGfE Commission on Primary School Research and Primary School Pedagogy at Saarland University, Saarbrücken, 29 September - 2 October 2024, Symposium. Concept, organisation and coordination of the symposium as well as presentation "What support do children want from their fourth and fifth grade teachers?"

Ohmes, L., Haug, L., Wagener-Praed, U., Schlesier, J., Hoffmann, G. & Moschner, B. (2024). What do student teachers understand by creativity? Findings and implications for teacher education. AEPF, Topic: "Knowledge transfer between educational research, educational practice, and teacher education", 10-12 September 2024, University of Osnabrück, lecture.

Schlesier, J. & Raufelder, D. (2024). Ambitious, flexible or avoidant-rebellious? Latent profiles of learners' interaction with teachers and their relationship with perceived learning environment, emotional experience, well-being and academic success. AEPF, Topic: "Knowledge transfer between educational research, educational practice, and teacher education", 10-12 September 2024, University of Osnabrück, lecture.

Obermeier, R., Schlesier, J. & Hinrichs, K. (2024). The mediating role of social relationships between perceived classroom management and students' attitudes towards school. GEBF, Topic: "Understanding education, achieving participation, shaping transfer", Potsdam, 18-20 March 2024, Lecture.

Westphal, A., Schulze, A., Schlesier, J. & Lohse-Bossenz, H. (2024). Who thinks about dropping out and why? Dropout intentions of student teachers with different competence profiles. GEBF, Topic: "Understanding education, achieving participation, shaping transfer", Potsdam, 18-20 March 2024, Lecture in a symposium.

Further education and public relations work

Schlesier, J. (2024). Learning behaviour, motivation and school climate - results from the Relate2School study. In co-operation with the Jahn-Gymnasium Salzwedel (Headmaster: R. Hoppstock).

Schlesier, J. (2024). How do pupils' emotions and relationships change over the course of primary and secondary school? Workshop as part of the Pedagogical Day of the University of Vechta with the topic "Equal participation of all pupils - designing inclusive learning environments in the context of school", 26.04.2024. Further information here.

Schlesier, J. (2023). LdE: Is this what primary school of tomorrow will look like? First results of an intervention study on the improvement of emotional-social competences and school experiences of pupils. Event: Fireside chat, organised by the LdE Centre of Excellence (Learning through Engagement). Topic: Learning of the future - self-determined, action-orientated and engaged. 30.11.2022, 16:30-18:30.

Final TALK for the online qualification lernSTARK - strong children in M-V. Topic: Learning in the 21st century, 13 June 2022, 19-20:30; Function Schlesier, J.: Expert for learning and head of the primary school teaching degree programme.

Interactive event

Hirn vom Hahn, concept: Between the counter and bar stools, Oldenburg scientists talk about their everyday work and research, funded by: EU (European Regional Development Fund), Wirtschaftsförderung Stadt Oldenburg a.o., contribution Schlesier, J. (2019): Von absurden Situationen mit Emotionen im Grundschulunterricht [Absurd situations with emotions in primary school lessons], 24.10.2019, website: www.hirnvomhahn.de

Press release

UNI INFO Magazine: Learning without realising it, July 2024, p. 9, link: https://www.presse.uni-oldenburg.de/uni-info/2024/3/uni-info-2024-03-es.pdf

Nordwest-Zeitung (NWZ): This is what the primary school of the future could look like, 28.06.2024. Link.

Nordwest-Zeitung (NWZ): Young teachers see advantages in the project, 28.06.2024. Link: https://www.nwzonline.de/ammerland/grundschule-der-zukunft-im-nordwesten-die-perspektive-der-studenten_a_4,1,1574835897.html

Nordwest-Zeitung (NWZ): 46 students help as carers, 12.06.2024. Link: https://www.nwzonline.de/oldenburg-kreis/grundschule-achternmeer-teil-eines-forschungsprojektes-der-uni-oldenburg-46-studierende-unterstuetzen-bei-projektwoche_a_4,1,1493319146.html

CvO University of Oldenburg 15. March 2024(046/24): University of Oldenburg and four regional primary schools cooperate in the field of environmental education - Students and school classes implement sustainability ideas together. Link: https://uol.de/pressemitteilungen/2024/046

Ostsee-Zeitung: School of the future? Students from Greifswald join project with Neuenkirchen, Link: https://www.ostsee-zeitung.de/lokales/vorpommern-greifswald/greifswald/schule-der-zukunft-studierende-aus-greifswald-machen-projekt-mit-grundschule-neuenkirchen-SKPVTUBVAYKHQSNB2ZSY2GPIUI.html

Newsletter of the Centre for Teacher Training/Didactic Centre (DIZ) of the CvO University of Oldenburg (05/2024): New project "Primary school of the future" and "University seminar meets primary school children: report by Robin Wemken and Benjamin Peters from the seminar "Teaching and learning through engagement".

CvO University of Oldenburg 19 August 2020 (141/20): Many emotions in primary school - study shows how schoolchildren and teachers interact when many emotions are involved, Link: https://www.presse.uni-oldenburg.de/mit/2020/141.html

Conference coordination and organisation

2024 | Sixth Sino-German Didactics Dialogue Conference, Topic: Creativity, Didactics, and School Development. Organised by Leibniz Institute for Science and Mathematics Education (IPN, Kiel; Prof. Olaf Köller, Dr Andrea Bernholt, Heidrun Petersen, Ayla-Karen Ücgüler), East China Normal University (ECNU, Shanghai; Prof. Peng Zhengmei, Prof. Li Zhengtao, Assoc. Prof. Chen Hongyan), Carl von Ossietzky University (CvO University, Oldenburg; Prof. em. Hilbert Meyer, Prof. Barbara Moschner, Dr Juliane Schlesier); Moderne Schule Hamburg (MSH, Hamburg; Axel Beyer, Yun Dörr, Jing Du), Institute for Quality Development at Schools Schleswig-Holstein (IQSH, Kiel; Dr Gesa Ramm, Bettina Brandes, Cornelia Laussat), 8-11 October 2024, IPN Kiel. Further information here.

2023 | Symposium: "Can we continue to ignore social interactions, emotions and well-being of students? The promotion of teacher-schoolchild interactions in emotionally challenging classroom situations", 14-15 September 2023, Delmenhorst, Function: Management, organisation, coordination, acquisition of third-party funding, Report: https://uol.de/diz/diz-forschungsakademie/veranstaltungen/archiv-veranstaltungen/tagungen/symposium-zur-foerderung-von-lehrkraft-schulkind-interaktionen, Funded by the Hanse-Wissenschaftskolleg and the Lower Saxony Ministry of Science and Culture

2020/22 | Special Interest Group 11 "Teaching and Teacher Education" of the European Association of Research on Learning and Instruction (EARLI), 20-24 June 2022, PFL Oldenburg, conference topic: "Digital Transformation in Teacher Education", DFG-funding, UGO sponsoring; Function: Local conference organisation and coordination Oldenburg.

Peer review work for academic journals and funding organisations (selection, not exhaustive)

Advisory Editor of the British Journal of Educational Psychology

Reviews for:

• Zeitschrift für Erziehungswissenschaft, British Journal of Educational Psychology, Educational Psychology, Zeitschrift für Grundschulforschung, Journal of Early Adolescence, Teaching and Teacher Education, Social Psychology of Education, Education Sciences, European Journal of Psychology of Education, etc.
• GEBF, AEPF, DAAD, EARLI: SIG08 (Motivation & Emotion), SIG11 (Teaching and Teacher Education), DGfE (Primary School Research)

Peer review activities/supervision of Master’s theses (selection, not exhaustive, predominantly first-round reviews)

• What emotions do primary school pupils experience whilst learning to write? Qualitative research with Year 1 pupils (2024)
• Stress in primary school children: How do Year 1 and Year 2 pupils perceive stress and what coping strategies do they use? (2024)
• Working with a school dog in primary schools to promote reading literacy – development of evaluation criteria (2024)
• Education for sustainable development on the topic of climate-conscious nutrition – a lesson plan focusing on fruit (2024)
• A systematic review of techniques for professional emotion regulation in the teaching profession (2023)
• The behaviour of primary school children during the COVID-19 pandemic (2022)
• Interaction and emotion – a qualitative interview study with primary school teachers (2022)
• Design and testing of learning materials in primary schools. A study on learning success through the minimisation of extrinsic cognitive load using design measures based on Cognitive Load Theory (2021)
• On the relationship between schoolchildren’s and teachers’ emotions (boredom, pride, anger, envy) – a quantitative study (2021)
• School dogs. A qualitative study on the influence of school dogs on the social-emotional development of primary school children (2021)
• Indicators and coping strategies associated with stress among trainee teachers during their studies – a quantitative study of students (2021)
• The perception of performance-related emotions and their relevance to the motivation of primary school pupils. An interview study with teachers (2020)
• The relationship between emotional experience and social behaviour in primary school children (2020)
• Positive learning and performance emotions in children’s drawings – To what extent do primary school children experience joy in learning and pride in the classroom? (2020)
• What are the links between non-verbal communication and teacher-pupil interaction? (2019)
• A qualitative interview study with teachers at a Montessori primary school on the importance of class size (2019)
• Promoting resilience at school. An interview study with primary and secondary school teachers (2018)

Workshops for doctoral candidates

Schlesier, J. (2024). Advanced Research and Methods on How Primary School Pupils and Trainee Teachers Cope with Emotions. Workshop at the University of Verona, Italy, by invitation (7 October 2024) from the Department of Developmental and Educational Psychology/Human Sciences.

Schlesier, J., Mori, J. & Bloem, J. (2021 – present). Design and delivery of the ‘How to…?’ meetings as part of the EARLI SIG08 coordination. An online format for doctoral candidates and postdocs on relevant academic topics (e.g. ‘How to present at conferences?’, ‘How to publish a paper?’ or ‘How to find a postdoc position?’).

Schlesier, J. (2020). “Introduction to statistical data analysis with R”, 21 February 2020, Winter School organised by the Central Institute for Teaching and Learning Research (ZiLL) and the Chair of Education with a focus on Media Education at Friedrich-Alexander University Erlangen-Nuremberg on the topic of “Methodological Complexity in Empirical Research”. Link : https://www.medpaed.phil.fau.de/2020/01/16/winter-school-methodological complexity in empirical research - 20-21 February 2020/

Specific qualifications and certificates

Qualitative research methods

Quantitative research methods (R programming language)

Multilevel analysis for longitudinal data (R)

Memberships

German Society for Educational Science (DGfE)

German Psychological Society (DGPs)

European Association for Research on Learning and Instruction (EARLI)

Society for Empirical Educational Research (GEBF)

Committees

• Decentralised Gender Equality Officers of the School (CvO University of Oldenburg), since 2024
• Teacher training:
  • Programme Director for Primary School Teacher Training (University of Greifswald), 2021–2022
  • Collegial Management of the Primary School Teacher Training Programme (University of Greifswald), 2021–2022
  • Programme Conference for Primary School Teacher Training (University of Greifswald), 2021–2022
  • Working Group on Primary School Teacher Training (University of Greifswald), 2021–2022
  • Commission for Teacher Education (CvO, University of Oldenburg), 2018–2023
  • Teaching Council (CvO, University of Oldenburg, Member of School 1), 2018–2023
  • Research Council (CvO, University of Oldenburg, deputy for School 1), since 2023
  • Working Group on Teacher Training (CvO, University of Oldenburg), 2015–2021
  • Institute Council (CvO University of Oldenburg, Faculty 1), since 2023
• Working Group on Educational Psychology (CvO University of Oldenburg), 2015–2023
• Working Group on Empirical Teaching and Learning Research (CvO University of Oldenburg), since 2015

Juliane Schlesier studied German and Biology at the Freie Universität Berlin, the University of Bremen and the University of Oldenburg from 2011 to 2015. After graduating with a Master of Education (M.Ed.), she was research fellow and lecturer for Empirical Research on Learning & Instruction and Educational Psychology at the University of Oldenburg from 2015. Following her doctoral thesis on achievement emotions, emotion regulation, and teacher-student interaction, Juliane Schlesier started her post-doctoral studies in Empirical Research on Learning & Instruction at the University of Oldenburg in 2020. From 2021 to 2022, she was substitute professor for Primary Education at the University of Greifswald. Currently, Juliane Schlesier is substitute professor for Primary Education at the University of Vechta (2023-2024), and afterwards, she will complete her post-doctorate at the University of Oldenburg. Her research focuses on the socio-emotional development of students, social interactions in inclusive (primary) education, transition phases, and theory-practice linkages in teacher education.