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Carpenter, B., Mahfouz, J., & Robinson, K., Eds. (expected publication date 2023). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.

Schussler, D., Krisch, K., Mahfouz J., Baelen, R., & Gould L. (January, 2023). Creating the conditions for mindfulness in schools. Phi Delta Kappan.

Mahfouz, J. (2022, October). NEPC review: The unexamined rise of therapeutic education: How social-emotional learning extends K-12 education’s reach into students’ lives and expands teachers’ roles. National Education Policy Center, University of Colorado Boulder.

Davis*, S.J., Lettis*, B. M., Mahfouz, J., Vaughn, M. (2022). Deconstructing racist structures in K-12 education through SEL starts with the principal. Theory into Practice, 61(2), 145-155.

Schussler, D., Mahfouz, J., Broderick, T., Berenna, E., Frank, J., & Greenberg, M.T. (2022). Shifting to embodiment: A longitudinal qualitative investigation into the experiences of high school teachers teaching mindfulness. Mindfulness, 13(2), 509-525.

Hayes, S.D. & Mahfouz, J. (2022). Conducting case study research internationally using technology resources. SAGE Research Methods: Doing Research Online. Newbury Park, CA: SAGE publishing.

Arar, K., Örücü, D., & Mahfouz, J. (2022). Social in/justice and double marginality in educational leadership: Trajectories of three female school principals from the Middle East. In Showunmi, V., Moorosi, P., Shakeshaft, C., & Oplatka, I. (Eds.), The Handbook for Gender and Educational Leadership. London, UK: Bloomsbury, pp. 76-87.

Scheef, A., Mahfouz, J., & Hagiwara, M. (2022). They decide: Empowering transition-age youth with disabilities by promoting self-determination. In Danzig, A., Black, W., & O’Brien, C. (Eds.), Who Decides? Power, Disability, and Educational Administration: Narratives on Disability at Home, in School, and in the Workplace. Information Age Publishing. 

Mahfouz, J., King, K.B., & Yahya, D. (September, 2022). Five ways to support the wellbeing of school leaders. Greater Good Magazine. Retrieved from

Mahfouz, J., King, K., & James*, L. (2021). Lessons from the storm: Emotions, meaning-making and leadership during transition. The Asia-Pacific Education Researcher,30(4), 339-347.  

Örücü, D., Arar, K. & Mahfouz, J. (2021) Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20 (1), 41-56.

Frank, J.L., Broderick, P.C., Oh, Y., Mitra, J., Kohler, K., Schussler, D.L., Geier, C., Roeser, R.W., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M.T. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12, 1234-1251.

Mahfouz, J. & Richardson, J. (2020). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education, 16(4), 360-384.

Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., & Greenberg, M. (2021). Stress and well-being: A systematic case study of adolescents’ experiences in a mindfulness-based program. Journal of Child and Family Studies, 30(2), 431-446.

Mahfouz, J. & Schussler, D.L. (2021). The indispensable principal. In Walker, K.D., Kutsyuruba, B., & Cherkowski, S. (Eds.), Positive Leadership for Flourishing Schools. Charlotte, NC: Information Age Publishing.

Örücü, D., Arar, K., & Mahfouz, J. (2021). A comparison of social justice leadership meaning and praxis: The interplay of unique social cultural contexts in Turkish, Palestinian, and Lebanese high needs schools. In Woods P.A. & Barnett, B. (Eds.), Educational Leadership for Social Justice and Improving High-Need schools: Findings from 10 Years of International Collaboration. Charlotte, NC: Information Age Publishing.

Mahfouz, J. (2021). Neoliberalism—the straw that broke the back of Lebanon’s education system. In Arar, K., Örücü, D., & Wilkinson, J. (Eds.), Neoliberalism and education systems in conflict: Exploring challenges across the globe. Abingdon, UK: Routledge.

Pollock, K., Wang, F., & Mahfouz, J. (Guest Editorial) (2020). School administrators’ wellbeing and mindfulness [Special issue]. Journal of Educational Administration, 58(4), 389 – 399.   

Hayes, S. & Mahfouz, J. (2020). Principalship & mentoring: A review of perspectives, evidence, and literature 1999 – 2019. Research in Educational Administration and Leadership, 5(3), 722-751.

Katz, D., Mahfouz, J., & Romas*, S. (2020). Creating a foundation for teachers and better futures for students: The need for SEL curriculum in teacher education programs. Northwest Journal of Teacher Education, 15(2).

Mahfouz, J. & Gordon, D.P.(2020). The case for focusing on school principals’ social-emotional competencies. Management in Education, 1-5.

Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (2020). Indigenous teacher education is tribal nation building: Stories of capacity building and capacity strengthening in Idaho. Journal of School Leadership, 30(6),541-564.

Scheef, A., & Mahfouz, J. (2020). Supporting the post-school goals of youth with disabilities through use of a transition coordinator. Research in Educational Administration and Leadership,5(1), 43-69.

Mahfouz, J., & Anthony-Stevens, V. (2020). Why trouble SEL? The need for cultural relevance in SEL. Bank Street Occasional Paper Series, 43, 1-14. Retrieved from

Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, EMAL.,48(3), 440-458.

Mahfouz, J., El-Mehtar, N., Osman, E., Kotok, S. (2019). Challenges and agency: Principals responding to the Syrian refugee crisis in Lebanese public schools. International Journal of Leadership in Education, 23(1), 24- 40.

Karami, R., Mahfouz, J., & Mansour*, S. (2019). Sustaining school-based improvement: Considering emotional responses to change. Journal of Educational Administration, 57(1), 50 – 67.

Mahfouz, J., Sausner, E. B., & Kornhaber, M. L. (2019). U.S. international schools overseas and the common core. International Journal of Leadership in Education, 22 (4), 406 – 420.

Broderick, P., Frank, J., Barrena, E., Schussler, D., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., Greenberg, M. (2019). Evaluating the quality of mindfulness instruction delivered in school settings: Development and validation of a teacher quality observational rating scale. Mindfulness, 10 (1), 36- 45. 

Mahfouz, J., Greenberg, M.T., & Rodriquez, A. (2019). Principal’s social and emotional competence: A key factor for creating schools. Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.

Greenberg, M.T., Mahfouz, J., Davis, M., & Turksma, C. (2019). Social emotional learning for principals: Strengthening leadership and wellbeing. (December 2019). Education Canada, 59(4), 18 – 21. Retrieved from

Farag, A., Becker, E., Orlowski, N., Cranston, L., & Mahfouz, J. (October 2019). How school leaders manage stress and stay focused. The Learning Professional. Oxford, OH: Learning Forward: The Professional Learning Association, 40 (5), 24 – 27. Retrieved from

Levitan, J., Mahfouz, J., & Schussler, D. (2018). Pragmatic identity analysis as a qualitative interview technique. Forum: Qualitative Social Research, 19(3), 1-22.

Mahfouz, J. (2018). Mindfulness training for school administrators: Effects on well-being and leadership. Journal of Educational Administration, 56 (6), 602-619.

Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Dvorakova, K., Argusti, M., & Greenberg, M. (2018). Ensuring college student success through mindfulness-based classes: Just BREATHE. College Student Affairs Journal, 36 (1), 1-16.

Mahfouz, J., Barkauskas, N., Sausner, E., & Kornhaber, M. (2018). Leadership roles of administrators under the common core reform. Education and Urban Society, 50(9), 793 – 817.

Levitan, J., Schussler, D., Mahfouz, J., Frank, J., Kohler, K., Broderick, P.C., Mitra, J., Oh, Y., Berrena, E., & Greenberg, M, (2018). Evaluating student cognitive and social-emotional growth during a high school mindfulness course using mixed-method design. SAGE Research Methods Cases. Newbury Park, CA: SAGE publishing. 

Schussler, D.L., Frank, J., Lee, T.K., & Mahfouz, J. (2017). Using virtual role-play to enhance teacher candidates’ skills in responding to bullying. Journal of Technology and Teacher Education, 25(1), 91-120.

Kornhaber, M.L., Barkauskas, N., Griffith, K., Sausner, E., & Mahfouz, J. (2017). The common core’s promises and pitfalls per policy entrepreneurs and ground-level actors. Journal of Educational Change, 8(14), 385 – 412.

Smith, W. C., Fraser, P., Chykina, V., Ikoma, S., Levitan, J., Liu, J., & Mahfouz, J. (2017). Global citizenship and the importance of education in a globally integrated world. Globalisation, Societies and Education,15(5), 648 – 665.

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