Jeanne Dayton

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Jeanne Dayton



Jeanne Dayton joined the Adolescent Risk Research Unit in the School of Social Sciences, Faculty of Arts, Business and Law in December 2015.

Jeanne began academic research in 2013 with Dr Scott-Parker, supporting the work of the University of the Sunshine Coast Accident Research (USCAR) team. Since this time Jeanne has worked on a number of projects specific to the well-being of adolescents. In December 2015, Jeanne accepted a permanent part-time position with ARRU—a position she finds challenging and a positive step to continue building her research foundation. Utilising the broad skills she obtained from her engineering background, Jeanne provides invaluable support with data collection, quantitative and qualitative data analysis, literature reviews, and ethics processes for the numerous exciting projects that the ARRU team are working on. Jeanne and the ARRU team are currently working to implement a project with local secondary schools that aims to support the mental health and resilience of their students by supporting teachers through the process of incorporating the Beyondblue SenseAbility modules into their curriculum. As she is currently completing a Bachelor of Nutrition, with minors in Health Promotion and Public Health Nutrition, Jeanne finds this work a perfect complement to her studies, and great preparation for the future.

Jeanne has participated in research projects which focused on:

  • Risky young drivers and young driver training interventions
  • Driver situational awareness
  • Mental health and wellbeing and resilience-building programs for adolescents
  • Adolescents and sleep
  • Learning and teaching in university settings (eg blended learning and teaching)
  • Technology to support the care of people with dementia


A selected research publication by Jeanne Dayton is:

Crimmins G, Nash G., Oprescu F, Liebergreen M, Turley J, Bond R & Dayton J, 2014, ‘A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships’, Assessment & Evaluation in Higher Education, vol. 41, no. 1, pp. 141–153,

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