Playful learning, inclusion, and belonging: a perspective on engaged classrooms.

Jackson SF, Thomsen BS

DOI: 10.3389/frcha.2026.1736138
Published: 2026
Container: Frontiers in child and adolescent psychiatry
Publisher: Not recorded
Open access: yes

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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.

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Cite this work

BibTeX

@article{allodium:10.3389/frcha.2026.1736138,
  title = {Playful learning, inclusion, and belonging: a perspective on engaged classrooms.},
  author = {Jackson SF and Thomsen BS},
  year = {2026},
  journal = {Frontiers in child and adolescent psychiatry},
  doi = {10.3389/frcha.2026.1736138},
  url = {https://doi.org/10.3389/frcha.2026.1736138}
}

RIS

TY  - JOUR
TI  - Playful learning, inclusion, and belonging: a perspective on engaged classrooms.
AU  - Jackson SF
AU  - Thomsen BS
PY  - 2026
JO  - Frontiers in child and adolescent psychiatry
DO  - 10.3389/frcha.2026.1736138
UR  - https://doi.org/10.3389/frcha.2026.1736138
ER  -

APA

SF, J., & BS, T. (2026). Playful learning, inclusion, and belonging: a perspective on engaged classrooms.. Frontiers in child and adolescent psychiatry. https://doi.org/10.3389/frcha.2026.1736138

Source records

pubmed · retrieved 2026-09-25T04:37:56.282Z