Baines, E., & Blatchford, P. (2019). School break and lunch times and young people’s social lives: A follow-up national study. UK.

Pinto, C., Baines, E. M., & Bakopolou, I. (2019). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology. doi:10.1111/bjep.12262

Baines, E. M., Blatchford, P., & Kutnick, P. (2016). Promoting Effective Group Work in the Primary Classroom: A handbook for teachers and practitioners (2nd Edition). Improving Practice (TLRP) (2nd Edition ed.). Routledge.

Blatchford, P., Pellegrini, A. D., & Baines, E. (2015). The Child at School. Routledge.

Halligan, C., & Baines, E. (2022). How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study. Cambridge Journal of Education. doi:10.1080/0305764X.2022.2083076

Somerville, M. P., & Baines, E. (2021). The social world of the classroom. In J. Monsen, L. Marks Woolfson, J. Boyle (Eds.), Why Do Teachers Need to Know About Psychology? Strengthening Professional Identity and Well-Being. London: Bloomsbury Publishing.

Baines, E., Blatchford, P., & Golding, K. (2020). Recess, Breaktimes, and Supervision. The Encyclopedia of Child and Adolescent Development, 10 Volume Set. Wiley-Blackwell.

Baines, E. (2019). Ability Grouping. In J. Hattie, E. M. Anderman (Eds.), Visible Learning Guide to Student Achievement Schools Edition. Abingdon, Oxon: Routledge.

Halligan, C. (2019). An investigation into the practices teachers use to engage students in the lowest attaining GCSE English sets (Doctoral dissertation). UCL.

Baines, E., & MacIntyre, H. (2019). Children’s social experiences with peers and friends during primary school mealtimes. Educational Review, 1-23. doi:10.1080/00131911.2019.1680534