Book
Oberg, Glenys (2025). Creating Trauma-Informed Classrooms : A Compassionate Approach to Supporting Students and Educators. London: Routledge. doi: 10.4324/9781003535386
Book Chapter
Oberg, Glenys, Matthews, Kelly E., Lincoln, Jennifer and McGrath, Nathan (2023). Stretching the boundaries of pedagogical partnerships in higher education through the lens of recognition. The Bloomsbury handbook of student voice in higher education. (pp. 427-438) edited by Jarusha Conner, Rille Raaper, Carolina Guzman-Valenzuela and Launa Gauthier. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350342484.ch-030
Journal Articles
Leslie, Rachel, Oberg, Glenys, Townley, Cris, Westphal, Tiffany, Rogers, Louise and Brömdal, Annette (2025). “School can’t: a conceptual framework for reframing school refusal and recognising school related stress/distress”. British Journal of Sociology of Education, 1-19. doi: 10.1080/01425692.2025.2552132
Oberg, Glenys, Macmahon, Stephanie and Carroll, Annemaree (2025). Correction: Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia. The Australian Educational Researcher, 52 (3), 2849-2851. doi: 10.1007/s13384-025-00829-1
Oberg, Glenys (2025). Moral injury in teaching: the systemic roots of ethical conflict and emotional burnout in education. Educational Review, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/00131911.2025.2504523
Leslie, Rachel and Oberg, Glenys (2025). A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework. Journal of Psychologists and Counsellors in Schools, 35 (2), 198-218. doi: 10.1177/20556365251334771
Oberg, Glenys, Macmahon, Stephanie and Carroll, Annemaree (2025). Assessing the interplay: teacher efficacy, compassion fatigue, and educator well-being in Australia. Australian Educational Researcher, 52 (2) 325674, 1105-1131. doi: 10.1007/s13384-024-00755-8
Fawns, Tim, Henderson, Michael, Matthews, Kelly, Oberg, Glenys, Liang, Yifei, Walton, Jack, Corbin, Thomas, Bearman, Margaret, Buckingham Shum, Simon, McCluskey, Trish, McLean, Jan, Shibani, Antonette, Bakharia, Aneesha, Lim, Lisa-Angelique, Pepperell, Nicole, Slade, Christine, Chung, Jen and Seligmann, Ari (2024). Gen AI and student perspectives of use and ambiguity : A multi-institutional study. ASCILITE Publications, 132-134. doi: 10.14742/apubs.2024.1218
Stahl, Garth, Adams, Ben and Oberg, Glenys (2024). Understanding the role of masculinity through the perspectives of Countering Violent Extremism (CVE) intervention practitioners engaged in men’s (de)radicalization. Gender Issues, 41 (4) 19, 1-23. doi: 10.1007/s12147-024-09338-4
Stahl, Garth, Adams, Ben and Oberg, Glenys (2024). “If you don’t have rapport, you haven’t got anything really”: affective intensities, relationality and rapport building in the work of CVE Intervention Practitioners. Dynamics of Asymmetric Conflict, 17 (3), 239-256. doi: 10.1080/17467586.2024.2380687
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882
Adams, Ben, Stahl, Garth and Oberg, Glenys (2023). “The ideology becomes a way to make sense of that disconnection”: beliefs, behaviour and belonging – does ideology matter in countering violent extremism?. Critical Studies on Terrorism, 16 (4), 648-671. doi: 10.1080/17539153.2023.2266951
Oberg, Glenys, Adams, Ben and Stahl, Garth (2023). The role of trauma and mental health in violent extremism: the perceptions of countering violent extremism (CVE) practitioners and why we can’t get it wrong. Journal of Aggression, Maltreatment and Trauma, 32 (12), 1-19. doi: 10.1080/10926771.2023.2233920
Oberg, Glenys, Carroll, Annemaree and Macmahon, Stephanie (2023). Compassion fatigue and secondary traumatic stress in teachers: how they contribute to burnout and how they are related to trauma-awareness. Frontiers in Education, 8 1128618, 1-10. doi: 10.3389/feduc.2023.1128618
Oberg, Glenys and Bryce, India (2022). Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review. Australian Journal of Teacher Education, 47 (2) 6, 76-101. doi: 10.14221/ajte.2022v47n2.6
Newspaper Article
Oberg, Glenys (2023, 04 19). ‘Think of the teachers!’ How secondary traumatic stress, compassion fatigue, and burnout are increasingly impacting teachers Frontiers Science Communications