Professor Jeylan Mortimer is reaching the end of her second three-year term as Section Editor, for which SLLS is deeply grateful. At this point, the journal seeks to replace her as the Section Editor taking responsibility for overseeing the review process of submissions in the broad field of Behavioural Sciences and Human Development, detailed below.

The task involves taking responsibility for approximately 12 submissions a year, some of which can be shared or delegated to two associate editors in the field, and attending two editorial team meetings, possibly remotely, one of which is at the SLLS annual conference and one of which is held in London. The incumbent associates are eligible to apply. If either is successful, other applicants will be considered for the subsequent associate editor vacancy. The duties of that role are similar but with a smaller case load, roughly estimated at four papers per year.

Please send suggestions or expressions of interest to the Executive Editor, Heather Joshi (, attaching a CV. The call is open until 30th November 2019.

Section Editor / Associate Editor, Longitudinal and Life Course Studies: Behavioural Sciences and Development



A major aim of the journal is to foster interdisciplinary and cross domain research. This section of the team focuses on the psychology and sociology of human development within this context. At times, ‘developmental’ research has been thought of as synonymous with the study of children’s development, with studies of development in childhood and adolescence. We are delighted to publish papers that focus on these early developmental periods. But we interpret the concept of development in a much broader way seeing development as continuing throughout the life course and highlighting the influences that prompt or inhibit development. Increasing numbers of longitudinal studies now have data that trace participants from the earliest stages of development, tracking the changes that occur well into the adult years. Results from such studies have proved hugely influential, highlighting both continuities and discontinuities in development, and underscoring the cumulative and interacting influence of early conditions and experiences on development much later in life. Although psychological perspectives lie at the heart of much behavioural research, many of the most exciting new developments stem from collaborations involving other perspectives such as those from sociology, economics, geography, social ecology, genetics, physiology and epidemiology. Such interdisciplinary work within a life course research framework is enabling ever-richer explorations of the ways in which proximal and more distal environmental influences, and biology, interweave to affect development. The effect of change in the social and physical environment on the processes involved is another area of innovative investigation on which we welcome reports.

We are particularly interested in strengthening our capacity to review submissions concerned with early childhood. We would welcome expressions of interest from potential reviewers in this field even if they are not interested in taking on an editorial role.

To view the Longitudinal and Life Course Studies site, visit:


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