Mendenhall, M., Falk, D., & Bjorklund, P. (2025). Urban refugees’ educational access in Kenya: Policy contradictions and implementation gaps amidst national insecurity and rising xenophobia. Comparative Education Review.

Mendenhall, M. & Falk, D. (2023). National inclusion policy openings/barriers for refugee teachers: Critical reflections from Kenya. Journal of Refugee Studies.

Mendenhall, M. (2023). Participatory approaches for strengthening teacher professional development in refugee settings: Successes and limitations. Globalisation, Societies, and Education.

Shephard, D., Falk, D. & Mendenhall, M. (2023). “My teachers make me feel alive”: The contribution of student-teacher relationships to student well-being in South Sudan and Uganda. Compare.

Falk, D., Shephard, D. & Mendenhall, M. (2022). “I always take their problem as mine”: Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts. International Journal of Educational Development.

Bartlett, L. & Mendenhall, M. (2022). Strategy 15: After-school and summer programming. In M. Bajaj, D. Walsh, L. Bartlett & G. Martinez (Eds.). Humanizing Education for Immigrant & Refugee Youth: 20 Strategies for the Classroom & Beyond (pp. 141-146). Teachers College Press.

Mendenhall, M., Cha, J., Falk, D., Bergin, C. & Bowden, L. (2020). Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma Refugee Camp. International Journal of Inclusive Education, 25(2), pp. 147-165.

Mendenhall, M. (2019). Teachers for teachers: Advocating for stronger programs and policies for and with refugee teachers in Kakuma Refugee Camp. Studies in Social Justice, 12(2), 356-363.

Mendenhall, M., Pacifico, A., & Hu, S. (2019). Teacher professional development in crisis contexts: Teachers’ reflections and stories of change in Kakuma refugee camp.  In A.W. Wiseman, L. Damaschke-Deitrick, E. Galegher, & M.F. Park (Eds.). Comparative perspectives on refugee youth education: Dreams and realities in educational systems worldwide (pp. 245-270). Routledge.

Mendenhall, M., Skinner, M., Collas, S., & French, S. (2018). Expanding teacher support through mobile mentoring in Kakuma Refugee Camp: Benefits and challenges. Current Issues in Comparative Education, 20(2), 9-23..

Mendenhall, M. & Bartlett, L. (May 2018). Academic and extracurricular support for refugee students in the US: Lessons learned. Theory into Practice, 57(2), 109-118.

Bartlett, L., Mendenhall, M. & Ghaffar-Kucher, A. (2017). Culture in acculturation: Refugee youth’s schooling experiences in New York schools. International Journal of Intercultural Relations, 60, 109-119. (Special Issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings).

Mendenhall, M. & Tangelder, M. (2017). Faculty development for education in emergencies: A university-NGO partnership in Kenya. In C. Smith & K. Hudson (Eds.), Faculty development in developing and fragile contexts: Theory and practice for improving the quality of teaching in higher education (pp. 41-63). Routledge.

Mendenhall, M., Bartlett, L., & Ghaffar-Kucher. (2016). “If you need help, they are always there for us”: Education for refugees in an international high school in NYC. Urban Review, 49(1), 1-25.

Mendenhall, M. & Chopra, N. (2016). Educating for peace in Kenya: Comparing national and local initiatives. In M. Bajaj & M. Hantzopoulos (Eds.), International Perspectives on Peace Education (pp. 89-106). Bloomsbury Publishers.

Mendenhall, M., Dryden-Peterson, S., Bartlett, L. Ndirangu, C., Imonje, R. Gakunga, D., Gichuhi, L., Nyagah, G., Okoth, U., & Tangelder, M. (2015). Quality education for refugees in Kenya: Pedagogy in urban Nairobi and Kakuma Refugee Camp settings. Journal on Education in Emergencies, 1(1), 92-130.

Mendenhall, M. (2014). Education sustainability in the relief-development transition: Challenges for international organizations working in countries affected by conflict. International Journal of Educational Development, 35, 67-77.

Mendenhall, M. & Anderson, A. (Summer 2013). Bridging the Gaps: Lessons learned from an NGO-University partnership. Harvard International Review, 35(1), 62-67.

Mendenhall, M. (2010). The relief-development transition: Sustaining the educational support provided by international organizations in post-conflict settings.  F. Vavrus and L. Bartlett (Eds.), Critical approaches to comparative education: Vertical case studies from Africa, Europe, the Middle East, and the Americas (pp. 181-198). Palgrave Publishers.

Anderson, A. & Mendenhall, M. (2006). Inter-agency network for education in emergencies. Forced Migration Review Supplement (Education and Conflict: Research Policy and Practice), 29-30.