Mortimer, R., Somerville, M. P., Mechler, J., Lindqvist, K., Leibovich, L., Guerrero-Tates, B., . . . Midgley, N. (2022). Connecting over the internet: Establishing the therapeutic alliance in an internet-based treatment for depressed adolescents. Clinical Child Psychology and Psychiatry. doi:10.1177/13591045221081193

Somerville, M. P., Harrison, A., Macintyre, H., & Mauss, I. B. (2022). Emotion controllability beliefs [Digital scholarly resource]. Retrieved from https://www.youtube.com/watch?v=US78BzDUL3s&t=6s.

Vuillier, L., Joseph, J., Somerville, M. P., & Harrison, A. (2021). Believing emotions are uncontrollable is linked to eating disorder psychopathology via suppression and reappraisal. J Eat Disord, 9 (1), 43. doi:10.1186/s40337-021-00395-8

Somerville, M. P., Macintyre, H., Harrison, A., & Mauss, I. B. (2021). Emotion controllability beliefs and young people's anxiety and depression: An insight analysis. London, UK: Wellcome Trust.

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.

Annan, J., Mentis, M., Somerville, M. P., & Holley-Boen, W. (2020). The Learning Theories Profile: A metacognitive tool for reflecting on professional practice. Kairaranga: New Zealand Journal of Education Practice, 21 (2), 15-27.

Somerville, M. P., & Whitebread, D. (2019). Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities. Br J Educ Psychol, 89 (4), 565-584. doi:10.1111/bjep.12222

Whitebread, D., Grau, V., & Somerville, M. P. (2018). Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development. doi:10.1002/cad.20257

Somerville, M. P. (2017). Supporting learner diversity in government schools in Pakistan [Digital scholarly resource]. Retrieved from https://www.ukfiet.org/2017/supporting-learner-diversity-in-government-schools-in-pakistan/.

Wilson, E., Cotton, J., Eberhart, J., Froehlig, C., Somerville, M. P., & Sausman, C. (2017). The educated brain policy brief: Late childhood and adolescence. Cambridge Neuroscience, University of Cambridge.