Dr Julie Majella Bower

Honorary Research Fellow

School of Education
Faculty of Humanities, Arts and Social Sciences


Julie's research interests include: strengths-based case management in adolescence; prevention and intervention approaches; assessment of risk and protection in vulnerable youth; social and emotional well-being in adolescence; evidence-based resources for adolescent development; positive youth development; teacher well-being and innovative measures of emotional states of teachers and students in the classroom.

Dr Julie Bower is an Honorary Research Fellow in the School of Education. She conducts applied research in secondary schools to understand the social and emotional processes that keep students at school and engaged in learning. Her work is based in a positive youth development framework, focusing on the strengths of adolescents at risk and working in close partnership with schools to assist these students to reach their potential. She is interested in developing real-time measures of emotion in a classroom setting, assessment of both risk and protection in vulnerable youth; prevention and intervention approaches; social and emotional well-being in adolescence; evidence-based resources for adolescent development; and school-wide approaches for social and emotional well-being of students and teachers.

Julie Bower has over 29 years experience in the education sector, 21 of those in educational research and more recently, over the past 12 years in the development of the Mindfields® Program, The CAT-RPM, the t* (Teacher Emotions App) and the Mindful Practice for Teachers Program. She is now an educational consultant in Emotional Health in Schools. Julie’s experience in the field of education encompasses the areas of research project management, development of evidence-based resources, social and emotional wellbeing, cognitive behavioural interventions and strengths-based strategies for teacher and student well-being.

Research Interests

  • Social and emotional wellbeing of at-risk students
  • Social and emotional wellbeing of teachers and support staff
  • Strengths-based Interventions for youth at-risk
  • Strengths-based assessment of youth at-risk

Research Impacts

My hope is that my ongoing research portfolio (invesitgating the effects of social connectedness and emotions on learning), will have a direct effect on the social and emotional well-being of all members of teh school community. The beneficial outcomes will be to:

  1. Develop and calibrate resources that are strengths-based, evidence-based, and build self-regulatory life skills in schools.
  2. Assist teachers and professional staff to work in ways that identify and promote the strengths of vulnerable youth.
  3. Assist teachers and professional staff to develop skills and environments that promote their own personal, social and emotional well-being.


  • Doctor of Philosophy, The University of Queensland
  • Bachelor of Vocational Education & Training, Charles Sturt
  • Diploma of Teaching


View all Publications



Book Chapter

  • Carroll, Annemaree and Bower, Julie (2021). Innovative approaches to measure and promote emotion regulation in the classroom from a science of learning perspective. Learning under the lens: applying findings from the science of learning to the classroom. (pp. 93-111) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429027833-7

  • Carroll, Annemaree, Bower, Julie M., Ashman, Adrian F. and Lynn, Sasha (2017). Early secondary high school: a Mindfield® for social and emotional learning. Social and emotional learning in Australia and the Asia-Pacific: perspectives, programs and approaches. (pp. 335-352) edited by Erica Frydenberg, Andrew J. Martin and Rebecca J. Collie. Gateway East, Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3394-0_18

  • Bower, Julie and Carroll, Annemaree (2015). Facts about students at risk of delinquency. Education for inclusion and diversity. (pp. 365-366) edited by Adrian Ashman. Melbourne, VIC, Australia: Pearson Australia.

  • Bower, Julie M. and Carroll, Annemaree (2014). Getting hooked on sports or the arts. Adolescence: Spaces and Places. (pp. 83-94) New York NY United States: Nova Science Publishers.

  • Carroll, Annemaree, Hemingway, Francene, Bower, Julie, Ashman, Adrian, Houghton, Stephen and Durkin, Kevin (2014). Impulsivity in juvenile delinquency: differences among early-onset, late-onset, and non-offenders. Criminal Psychology. (pp. ---) edited by David Canter. New York, NY, USA: SAGE Publications Library of Criminology.

  • Bower, Julie M. and Carroll, Annemaree (2012). Students at risk of delinquency. Education for inclusion and diversity. (pp. 360-361) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Carroll, Annemaree, Bower, Julie, Hemingway, Francene and Ashman, Adrian (2007). Mindfields : A self-regulatory intervention for young people at risk who want to change their lives. The millennial adolescent. (pp. 59-64) edited by Nan Bahr and Donna Pendergast. Camberwell, Vic., Australia: ACER Press.

Journal Article

Other Outputs

PhD and MPhil Supervision

Note for students: Dr Julie Majella Bower is not currently available to take on new students.

Completed Supervision