Learning Disabilities-A Multidisciplinary Journal is a leading academic journal published by SAGAMORE PUBLISHING LLC, dedicated to advancing the understanding of learning disabilities through a multidisciplinary approach. With a focus on research that incorporates psychological, educational, and social perspectives, this journal serves as a vital resource for researchers, educators, clinicians, and practitioners committed to improving the lives of individuals with learning disabilities. The journal aims to foster scholarly dialogue and disseminate innovative findings, thereby enhancing existing knowledge and informing best practices. Although it currently does not offer open access options, it provides robust insights and rigorous research, ideally positioned to influence the field. By adhering to high academic standards and expanding its reach, Learning Disabilities contributes significantly to evidence-based practices and interventions, making it an essential platform for academic and professional discourse in the study of learning disabilities.

The American Journal of Occupational Therapy (AJOT), published by the American Occupational Therapy Association, Inc., serves as a cornerstone for research and practice in the field of occupational therapy. Established in 1947, this esteemed journal has a strong track record of contributing to the scientific dialogue surrounding occupational therapy, evidenced by its prestigious rankings in both the Q1 and Q2 category quartiles for 2023, reflecting its impactful presence in the broader discipline of medicine. With an eminent position as Rank #5 out of 31 in the health professions category, AJOT is dedicated to promoting evidence-based practices that enhance the quality of life for individuals through the therapeutic use of everyday activities. Although not open access, the journal provides critical insights and research findings instrumental for researchers, professionals, and students alike in advancing the field. As we look toward the future, AJOT continues its commitment to facilitating knowledge exchange and advocacy within the domain of occupational therapy, ensuring its relevance and significance through 2024 and beyond.

Distance Education is a premier academic journal published by Routledge Journals, Taylor & Francis Ltd, specializing in the dynamic and rapidly evolving fields of education and e-learning. With an impressive impact reflected in its Q1 rankings in both education and e-learning categories for 2023, this journal stands out as a leader in disseminating high-quality research and innovative practices that inform and inspire educators, policymakers, and researchers globally. The journal has been at the forefront of distance education studies since 1980 and continues to provide critical insights into pedagogical approaches, technological advancements, and learner engagement methodologies. Although it does not offer open access options, its rigorous peer-review process ensures that contributions are both impactful and relevant. Located in the United Kingdom at 2-4 Park Square, Milton Park, Abingdon, OX14 4RN, Oxon, England, it serves as an essential resource for anyone invested in the future of education, aiming to bridge the gap between traditional and online learning environments.

JOURNAL OF COLLEGE STUDENT DEVELOPMENT is a premier academic publication dedicated to advancing the field of higher education and student affairs. Published by Johns Hopkins University Press, this journal holds a distinguished Q1 ranking in Education for 2023 and ranks 582nd out of 1543 in the Scopus database, placing it in the 62nd percentile among social sciences education journals. The journal aims to provide contemporaneous insights and empirical research that foster the development of college students, with a focus on enhancing student experiences, promoting well-being, and advocating for effective educational policies. Though it does not offer open access options, it remains a vital resource for researchers, professionals, and students alike, who are invested in exploring innovative approaches to student success and engagement. With a continuous publication span from 1996 to 2024, JOURNAL OF COLLEGE STUDENT DEVELOPMENT serves as a cornerstone for scholarly discourse in the dynamic landscape of higher education.

Journal of Research in Special Educational Needs, published by WILEY, serves as a vital resource for scholars and practitioners within the field of special education. This esteemed journal, with an ISSN of 1471-3802 and E-ISSN of 1471-3802, is recognized for its contribution to advancing our understanding of the educational needs of diverse learners. With a commendable impact factor and a current ranking of Q2 in Education, it showcases high-quality, peer-reviewed research that emphasizes evidence-based practices, innovative strategies, and policy implications relevant to special educational needs. The journal has been converging valuable insights since 2007 and is indexed within Scopus, with a notable position in the 64th percentile of Social Sciences - Education. The journal's commitment to inclusivity and accessibility makes it an essential platform for researchers, professionals, and students looking to enhance their knowledge and practice in this important field.

School Mental Health is a leading journal dedicated to advancing the understanding of mental health issues within educational settings. Published by SPRINGER, this journal has established itself as a pivotal resource for researchers, educators, and mental health professionals, especially evident from its impressive Q2 rank in Developmental and Educational Psychology and Q1 rank in Education as of 2023. With a Scopus rank of #354 in the Social Sciences – Education category, it operates within the top 77th percentile, demonstrating its influence and contribution to the field. School Mental Health focuses on empirical research, policy analyses, and innovative practices aimed at fostering the psychosocial well-being of students. By offering insights into effective interventions and frameworks for support, the journal serves as an essential platform for those looking to bridge the gap between mental health and education. With publication history from 2009 to 2024, it invites submissions that contribute to the growing dialogue on integrating mental health strategies within school systems, making it a critical tool for those at the forefront of educational and psychological research.

The British Journal of Special Education, published by WILEY, serves as a pivotal resource in the fields of educational psychology and special education. With an impactful legacy dating back to 1974 and progressing through to 2024, this journal presents rigorously peer-reviewed articles that address current challenges, innovations, and research findings pertaining to special education practices in the United Kingdom and beyond. Although it does not operate under an Open Access model, its subscription-based access ensures that each publication reaches a dedicated audience of researchers, educators, and professionals committed to enhancing educational outcomes for individuals with special needs. Ranked in the third quartile in both developmental and educational psychology and education categories by Scopus in 2023, the journal plays a crucial role in advancing the dialogue on inclusive educational practices. Articles published in this journal attract diverse contributions, promoting interdisciplinary approaches essential for understanding and addressing the complexities of special education.

Race Ethnicity and Education is a premier interdisciplinary journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to exploring critical issues at the intersection of race, ethnicity, and educational practices. With an impressive impact factor and distinguished Scopus rankings placing it in the top quartile across categories such as Cultural Studies, Demography, and Education, this journal provides a rich platform for innovative research that addresses the complexities of educational equity and social justice. Since its inception in 1998, the journal has aimed to advance knowledge in these crucial areas, facilitating scholarly dialogue among researchers, educators, and policy makers. With a commitment to disseminating high-quality research, Race Ethnicity and Education plays an essential role in shaping the future of educational discourse, making it a must-read for anyone invested in the fields of education and social justice.

The International Journal of Early Years Education, published by Routledge Journals, Taylor & Francis Ltd, is a vital resource in the fields of educational and developmental psychology, particularly focused on early childhood education and development. Since its establishment in 1993, the journal has dedicated itself to disseminating high-quality research, fostering a deeper understanding of educational practices and child development from infancy through early childhood. With a commendable impact reflected in its quartile rankings—Q3 in Developmental and Educational Psychology and Q2 in Education as of 2023—the journal serves as an essential platform for scholars and practitioners alike, aiming to drive innovations and insights that shape current educational frameworks. Although not an open-access journal, its contributions are pivotal for those seeking to enhance their knowledge in early years education and influence policy and practice in this critical developmental stage. The journal's relevance is underscored by its rankings in Scopus, illustrating its increasing visibility and impact within the academic community.

Journal of Education for Students Placed at Risk, published by Taylor & Francis Inc, stands at the forefront of educational research, particularly focused on the challenges and strategies related to at-risk student populations. This peer-reviewed journal, with the ISSN 1082-4669 and E-ISSN 1532-7671, serves as a conduit for innovative and impactful studies that aim to inform policy and practice in education. Acknowledged for its excellence, the journal holds a distinguished Q1 ranking in the Education category as of 2023, showcasing its relevance and influence in the field. Across its converged years from 2010 to 2024, it has consistently contributed valuable insights, evidenced by its Scopus rank of 438 out of 1543 in the Social Sciences and Education arena, placing it in the top 71st percentile. Researchers, professionals, and students alike will find an array of articles that address crucial issues faced by marginalized learners, making it an essential resource for advancing effective and equitable educational practices.