undergraduate research paper publish

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Is publishing as an undergraduate a thing that really happens? [duplicate]

Sometimes, there are questions on here about undergraduate students publishing research (see here , here , and here ). The answers don't seem particularly surprised that this is happening or try to dissuade the asker, they treat it like a normal question.

In my entire life, I've never heard of undergraduates publishing results apart from a handful of examples from famous science prodigies.

Furthermore, my experience of undergraduate was not conducive at all to publishing. I graduated from a mediocre UK university, and there was no original research done at all. Undergraduate is for getting you up to speed on the foundations of a field, preparing you for postgraduate where you study one sub-field, then a PhD where you push the boundaries of a sub-sub-field.

The questions linked above give advice like, "Discuss it with your supervisor". But as far as I'm aware undergraduates don't have supervisors.

Is this really as common as it would seem from questions on here? Is it a regional thing? Something that happens only at top universities?

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• 2 Its a fair question, though, and as the other posts note it publishing as an undergraduate is still not the 'norm', but happens enough to be notable without being unheard of. If it doesn't address what you were wanting to know please do feel free to ask another question that gets at what the existing Q&As don't address! –  BrianH Commented Feb 1, 2019 at 2:05
• 1 It's common to expected for science students at expensive ivies and near-ivies to work in a lab and get experience/publications. It's reasonably common at large public research universities. It's difficult in other situations. Either way it's very rare to actually drive the science bus as an undergraduate. Usually you're there to see how the bus works. Some grad student or postdoc is driving. –  user101106 Commented Feb 1, 2019 at 2:13
• 2 There's also a culture difference. Undergraduate research is much less common in the UK than in the US. –  Solveit Commented Feb 1, 2019 at 6:10

5 Answers 5

Most undergraduates do not publish, but it's quite normal for undergraduates who get involved in research to end up publishing.

Reasons why few undergraduates publish include:

• They aren't interested in research, or are more interested in all the myriad other awesome things you can spend your time on as a newly (semi)independent adult in college.
• They are interested in research, but don't manage to find a good mentor (typically a professor) to work with. Nearly all undergraduate institutions have professors doing research, but some institutions or departments within an institution have a lot more going on than others.
• They get connected to a research project, but their work isn't publishable. Undergraduates are typically unreliable (see first point), and so often are given high-risk or boring work (a friend of mine got a "research" job one summer crushing rocks into fine powder with a mortar and pestle).
• They do publishable research, but it doesn't come out until they are no longer an undergraduate. Even the fastest project rarely takes less than six months from start to publication, and many take multiple years. If a student starts researching in their junior or senior year, even a great project may not result in publications during undergraduate.

That said, none of these are particularly insurmountable obstacles, and with the right combination of interest, a good environment, and a bit of luck, it's quite reasonable to have work published as an undergraduate.

Some undergraduates even become quite well-published, simply by virtue of having the right combination of skill, luck, and circumstances. For example, this week a colleague of mine mentioned to me that one of his undergraduate students now had approximately a dozen journal publications. Until they said it, I hadn't realized this student's numbers had accumulated quite so much, but it didn't surprise me, since this student is a good contributor to a complex many-person project that publishes frequently.

In short: undergraduate publication is statistically infrequent, but entirely normal.

It varies from field to field. But some fields this isn't uncommon at all. STEM and social sciences fields are generally easier to publish than in humanities, in part due to it being less subjective about what is worth publishing. It is easier to publish in fields which don't require a lot of experimental equipment(unless one is a member of some very big collaboration- some of the big papers out of the LHC have undergrads on the author lists for example), and so math is one of the fields where it is most common. In various areas of math, some areas are easier for non-experts to understand than other. For example, graph theory and number theory have more low-hanging fruit that doesn't require technical background, while for example algebraic topology has more trouble.

At a pure level of anecdote, my first published paper was actually in high school; this is rare but not at all unheard of, and I wasn't particularly brilliant. I got lucky and found some low-hanging fruit that hadn't been noticed.

I suspect what you're thinking of as "undergraduate" isn't what others are thinking of when they say they do research as undergraduates. For example, suppose a student goes directly into a 4-year undergraduate program topped off by a one-year long research project (known as an "Honours project" in some places). The results of this can certainly be publishable. Other possibilities could be, a summer research project, or a direct-to-Masters program like the MPhys. In all these cases, the undergraduate will indeed have a supervisor.

Of course undergraduates, being relatively inexperienced, are not likely to get revolutionary results, but they can still achieve publishable results, and that can lead to publications. It's possible, and I'd say quite common for the best undergraduates to have published something before graduate school.

It's not that hard in some of the experimental sciences, especially if not first author. Assuming you have some relation to a lab group and have a grad student or postdoc running a project and you run a few of his samples. Not really that hard to get included. Yeah...even then it is time away from your real classes or the brewpub. But far from impossible.

Edit: saw your comment on the school. Yeah, if it is not a research university, that will of course make it hard to do what I just said. But if you are at Cal or Georgia Tech or the like, not a problem. Especially if you use some savvy to figure out which group to work with, what sorts of things to get involved with. Not cutting edge super math, not building apparatus, not waiting for a Space Shuttle to run your sample. But a group that publishes a lot.

Of course they do. It does happen to undergrads who find research internships or in programs where they can do an undergraduate thesis for instance. It’s not that rare in some fields, but quite so in other fields.

One does need a bit of luck though, as not all project will have reached or can even reach a stage where an undergraduate may contribute enough to warrant co-authorship.

Not the answer you're looking for? Browse other questions tagged publications undergraduate research-undergraduate .

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Office of Undergraduate Research

Writing an academic paper as an undergraduate researcher, by ariane garrett, our peer research ambassador.

Publishing papers is the primary way that scientific knowledge is disseminated within the academic community. Therefore an essential part of becoming a successful researcher is learning how to write an academic paper. Throughout your undergraduate research career you may or may not have the opportunity to be published. Regardless, learning how academic papers are written is useful knowledge for anyone interested in pursuing a research career. Whether or not you have the opportunity to be published as an undergrad depends on a variety of factors, including the nature of your project, how often your faculty advisor publishes papers, and your particular role in the research lab. If you haven’t been published as an undergrad, no need to stress. There are many other ways your research can shine on an application.

I was tasked with writing my first paper in the spring of my junior year. As I am the primary person working on my research project, my faculty advisor expected me to write the paper by myself with his help and feedback. At first, this seemed to be a very daunting task. I had never written an entire academic paper by myself before, and I had no idea where to begin. The writing process took much longer than I expected (I didn’t finish until Fall 2019), and the paper I submitted is currently under review. In this blog post, I will share what I learned while writing my first academic paper. As a biomedical engineering major, my experience is a reflection of the norms within the engineering field. However, I hope that some of these tips will prove useful for those in all majors.

Getting Started

I began my first draft of my paper as I had begun many other papers I have written- with an introduction. When I showed my first draft to my PI, he told me that it is actually most common in the engineering field to begin writing an academic paper by constructing the figures. At first, I thought this seemed rather counterintuitive. Shouldn’t the figures be based on the writing, rather than the other way around? There are several reasons why the opposite is actually true. Firstly, the figures are the most eye-catching part of every paper and sometimes the only thing a reader will look at. In addition, many journals have figure limitations so the figures that are chosen must be carefully thought out in order to maximize their effectiveness. Lastly, constructing the figures first establishes a clear outline that you can follow as you write the rest of the paper.

Writing the Paper

Writing the actual paper is a long process that typically involves many revisions. I found it helpful to read papers from the same journal I was submitting to in order to get an idea of typical paper formats in that journal. I would also recommend seeking feedback at several stages of the writing process. Don’t wait until the entire paper is finished before showing it to your PI, instead, ask for feedback after the first draft of each section is finished. As an academic paper can have anywhere from five to hundreds of sources, I would also suggest using a citation manager as you write. This will save you from having to constantly update the sources in the paper as you add and revise.

Submitting the Paper

In my case, my PI submitted the paper and is the primary contact with the journal. However, I was expected to fully format the paper before I gave it to him to submit. If you visit the website of the journal you are submitting to, there will be details on the formatting expectations. Reformatting the entire paper after it has been written can be a lot of work, so it’s helpful to review these before you begin writing. Often, it is expected that you include a letter to the editor requesting for your paper to be considered, which you may or may not have to write depending on your PI.

After Submission

Depending on the journal, it can be up to several months before you hear back about your submission. In my case, I heard back from the reviewers about two months after submission. There were two reviewers for the paper I submitted, though this number will likely vary depending on the journal. The comments that were made were useful and provided good insight into an outsider’s perspective on my research. It is very common for journals to request revision and resubmission, so don’t expect the first paper you submit to be published!

Although writing an academic paper is challenging, I found it to be a very rewarding experience. I now appreciate how much work it takes to write a good paper and I feel like I grew as a scientific writer throughout the process. If you feel that your research deserves to be published, don’t be afraid to reach out to your PI and ask them if they think you could write a paper. Even if it is never published, writing about your research is an excellent way to become a better writer and also understand your own research area more fully.

Ariane is a senior majoring in biomedical engineering and Spanish. Click here to learn more about Ariane.

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The latest news and answers to your questions about scholarly publishing and open access.

How can I publish an academic article as an undergraduate student?

Choosing where to submit your work as an undergrad.

As a researcher, where you submit will really depend on the details of the submission and where it best fits, as well as where you're likely to be successful at this point in your career. Journals will often consider any original research and will assess it based on the novelty and contribution to the field of research. However, there are a few steps you can take to increase your chances of being successful in getting your work published at this stage.

• Check out our post on Getting Published: Tips for choosing an academic journal for general suggestions about journal publishing, including where to look for possible journals and options for making your work open access.
• Check the journals' rejection rates. Journals with very high rejection rates may be more challenging to publish in as a student, simply because they accept fewer articles.
• Consider whether you can work with a faculty member to co-author the paper that you submit.
• Do some research to find out where other undergraduate students in your department have been successful in getting published.

Journals dedicated to publishing undergraduate research

More information about undergraduate publishing.

Visit the following resources to learn more about Scholarly Publishing, and contact your liaison librarian or [email protected] for additional support.

• Scholarly Publishing and Open Access webpages
• Introduction to Scholarly Publishing at SFU - Canvas Course
• Attend a Research Commons publishing workshop, such as the Publishing Symposium (while the Research Commons workshops are primarily offered to graduate students, undergraduate students interested in publishing are welcome to attend).

*Don't see an SFU student journal in your discipline? Consider starting one! Visit the SFU Library Digital Publishing webpages and contact [email protected] to learn more.

Contact us : For assistance with scholarly publishing, please contact  [email protected] .

The Journal of Purdue Undergraduate Research

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The Journal of Purdue Undergraduate Research has been established to publish outstanding research papers written by Purdue undergraduates from all disciplines who have completed faculty-mentored research projects. The journal is run by students, but behind the scenes is a unique partnership between Purdue University Press and other departments of Purdue University Libraries, working with Purdue Marketing and Media and the Writing Lab, based in the Department of English. Publication of JPUR is sponsored by the Office of the Provost at Purdue University.

We are now accepting submissions for Volume 14 to be published in August 2024. The final deadline for the 2024 volume is February 15, 2024 . To submit your proposal, please use the "Submit Proposal" link on the left-hand navigation bar.

Student Opportunities

JPUR is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license. If you have concerns about the submission or publication terms for the Journal of Purdue Undergraduate Research , please contact the Journal Coordinator at [email protected].

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Current volume: volume 13 (2023).

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Dr. Krystal R. Hans and undergraduate student researchers in the Hans Lab (courtesy of Purdue University/John Underwood).

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Publishing: Publishing for Undergraduate Students

Academic publishing.

When you write a term paper or report on a study you devised, you're creating a piece of academic research. You join the conversation of academics through the frame of your work, which is a frame no other researcher can bring to the table. As you know, most undergraduate work is created in answer to a specific course.

Undergraduate work can have a life beyond evaluation, and the effort invested in a project like an undergraduate thesis doesn't need to only serve one institution. Many universities in the U.S. have undergraduate journals that accept submissions on a national scale.

If you're interested in submitting your work to a journal and bringing your research out into the world, check out the links below to see if the journals are right for you! If you need some guidance on how to polish a paper for submission, there are a few tips and tricks below the resource list.

Suggested Undergraduate Journals

Critique: a worldwide student journal of politics A peer-reviewed journal that's published biannually and welcomes year-round submissions. Submission guidelines are given on the site. Manuscripts must not exceed 10,000 words. The material must be related to political science.

YRIS: the Yale Review of International Studies An undergraduate journal with three annual issues; Winter and Spring issues open to undergraduates in the U.S. Submission guidelines are given on the site, along with the upcoming submission deadlines. Manuscripts must not exceed 40 pages. The material must be related to international affairs.

Gettysburg Social Sciences Review An open-access, peer-reviewed journal that's published biannually and welcomes year-round submissions. Authors must make an account to submit their work. Submission guidelines are given on the site. The material must fall under the social sciences umbrella.

World Outlook: the Dartmouth Journal of International Affairs A student-run, peer-reviewed journal that's published biannually and welcomes year-round submissions. Students can submit up to a year after graduating with an undergraduate degree. Submission guidelines are given on the site. Manuscripts must not exceed 25 pages. The material must be related to international affairs.

Hemispheres: the Tufts University Journal of International Affairs The oldest undergraduate journal of its kind. One issue is published each year; submission deadlines are announced on the site alongside submission guidelines. Manuscripts must not exceed 8,000 words. The material must be related to international affairs and each issue has a theme, though broad interpretations of the theme are encouraged.

Tips for Student Writers

Understanding submission guidelines:.

Many journals will have guidelines for submission provided on their website. Following these guidelines will insure that your submission will be reviewed and considered by the editorial team, so it's important to understand what they are asking from the authors they want to work with. Some common guidelines include:

• If your work goes under or over the recommended guidelines, consider revising the piece
• The University of Washington has several on-campus writing centers that you can visit for assistance
• Most social science and political science journals require Chicago, so make sure your citations are in order before submitting
• Some journals have specific themes they explore with each issue
• If your work does not relate to the theme, you may need to find another journal that does not have the same restrictions
• Larger or more well-known journals may limit the number of works you're able to submit per issue period
• If you have a lot of work you'd like to submit, think carefully about how well each piece fits a particular journal
• When submitting to a journal that only allows one or two submissions per issue period, only submit works that are a good fit for the journal

Before you submit, make sure that you double-check all the required guidelines! If you can, ask a friend, a writing tutor, or an academic mentor to review your submission.

How to select a journal:

The journals we recommend all fit certain criteria. Since undergraduate academic publishing is a field focused on scholarly development, you should look at the way a journal works and decide if your work fits into its scope. Some things to pay attention to might be:

• How often a journal is published
• How recently a journal has been published
• The required length of submissions
• Whether or not the journal is peer-reviewed
• Whether or not the journal is  open-access

Avoid journals that require a submission fee or ask you to relinquish your rights to your work. Most appropriate undergraduate journals will not ask for these steps. For further help in evaluating journals, check out this guide  for an in-depth look at journal fit and copyright basics ! 

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Credit: this guide was created by Conrad Schaffer Vignati, an MLIS student at the University of Washington.

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Already published?

There are many journals that publish undergraduate research, scholarly, or creative work. The ones listed below are just some suggestions.

Discussions is the peer-reviewed undergraduate research journal of Case Western Reserve University, publishing research papers written by current undergraduate students from accredited colleges and universities around the globe. The research can be on any topic, not limited to science or engineering. A student may submit a paper from a class, as long as his/her work presents a new and innovative idea.  Submission deadlines vary by edition; please refer to website for details.

Journal of Student Research is an electronic, peer-reviewed multidisciplinary journal devoted to the rapid dissemination of current papers in an array of disciplines that are novel, integrative, and accessible to a wide audience.

Journal of Undergraduate Research and Scholarly Excellence is a peer-reviewed journal accepting submission of any subject from any undergraduate institution.

Psi Chi Journal of Psychological Research is a peer-reviewed journal accepting empirical research manuscripts from undergraduates, graduate students, and faculty who are members of Psi Chi, the international honor society in psychology.

Rose-Hulman Institute of Technology Undergraduate Math Journal is devoted entirely to papers written by undergraduates for work completed before graduation. This is a refereed, online journal.

Undergraduate Research Journal for the Human Sciences is an annual online, national, reviewed journal dedicated to the publication a full range of the scholarly efforts of undergraduate students.

The  Undergraduate Research Commons  is a discovery portal showcasing over 700 outstanding undergraduate research publications—and counting. This collection of exemplary undergraduate work includes award-winning capstone projects, faculty-mentored research, and peer-reviewed scholarship from hundreds of undergraduate institutions.

Office of Undergraduate Research and Creative Activity

Mailing address, social media.

An Undergraduate's Guide to Funding and Publishing Research

• URECA and other SBU Research Programs and Opportunities
• Funding Your Research
• Publishing Your Research: Why and How?
• Publishing Your Research: List of Undergraduate Journals

Why publish?

Writing and publishing an article can be a difficult and time-consuming process. How might you know if it will be worth the time and energy? Here are some reasons why undergraduates might want to consider publishing their work:

• Improve your writing, research, and time management skills
• Experience the scholarly publishing process
• Build connections with students, mentors, faculty, staff and other researchers who share your interests
• Demonstrate your dedication to sticking with a long term project outside of class time
• Add a layer of professionalism to your student experiences
• Show off your writing, research, and time management skills!

This list is adapted from Anna Trammell's " The Benefits of Publishing as an Undergraduate " (University of Illinois, 2014)

How to Choose a Journal

Sometimes, half the battle of getting published is simply finding a journal that is a good match . Reviewers often reject an article not necessarily because of the quality of the work, but because the work does not fit within the scope of the publication. It can pay off to put substantial effort into selecting the right journal to submit your work to.

There is a lot to consider when choosing a publication! Here are some things to think about:

• Get advice from your mentor, a librarian, or other supportive experts. Those with special knowledge in your field or with experience helping undergraduates publish their work will likely know of publications that other students have had success with and will help you know what to look for.
• Are you eligible to submit to this journal? Some journals might have restrictions based on degree level, institution, citizenship, or residency.
• Is there a specific disciplinary focus or is the journal multidisciplinary?
• Do submissions require that you have a faculty mentor?
• Is it peer-reviewed? If yes, are the reviewers students, faculty, or a mix?
• Is there an Advisory Board and/or Editorial Board?
• Is it open access? If no, where is it indexed? How will others access your work?
• Most journals don't have a publishing fee, but some do. Double check whether or not there's a fee.
• Do you like the presentation, readability, and access of the journal? For example, are all the articles available as free pdf downloads, or is there a specific web platform or service that hosts the articles?
• Is there a consistent style / structure to all the articles, or are they each very different from each other?
• Is there a single genre or a mix? Are they essays, studies, critical reviews? Does the journal only publish original research, or does it also accept creative work such as artwork and short stories?
• Does the tone, content, style, approach, and rigor of the research in the journal seem to be a good match to your own work?
• In all cases, consider submitting a copy of your work to SBU's repository, the Academic Commons . This is a platform that hosts materials that are openly available to all.

Carefully Review the Submission Guidelines

After you've chosen a journal that you feel is an excellent match for your research, you will need to carefully review the submission guidelines . Look for the following elements in the guidelines when preparing your article for submission:

• Is it required that you have a faculty mentor or formal letter of recommendation with your submission? 
• Is there a required citation style (for example, MLA or APA)? If the journal is multidisciplinary, it might allow for whatever citation style is appropriate for your subject area.
• Is there a fixed submission deadline, or is it a rolling deadline (meaning you can submit at any time)?
• Are there any particular criteria listed? How do the reviewers decide whether to publish the article?
• How strict are the format guidelines? How many pages, what file format (.doc, .pdf, etc), font, spacing, and other stylistic elements?
• Are you required to also submit an abstract or keywords?
• Are simultaneous submissions allowed? That is, does the journal allow you to submit to more than one journal at once?
• Once your work is published, are you allowed to resubmit the work to another journal? If yes, will you be required to recognize the journal as the first publication before republishing somewhere else?
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Benefits of Publishing Undergraduate Scholarship 

• Although undergraduate work explores most of the research cycle, it often fails to address the dissemination aspect of scholarship. This is an opportunity to participate in the dissemination process and round out your experience working with the entire research cycle.
• Future employers value examples of an applicant’s ability to research, analyze, and synthesize. Published works can provide a powerful example of these traits to future employers.
• Examples of published outputs are impressive on graduate school applications.
• Published works such as these represent successes in networking with professors and other researchers—also valued by graduate schools and future employers.
• Published works demonstrate initiative and leadership.

(Provided by:  Nina Collins , Purdue Scholarly Publishing Specialist)

Purdue Undergraduate Publishing Opportunities

The  Journal of Purdue Undergraduate Research (JPUR)  has been established to publish outstanding research papers written by Purdue undergraduates from all disciplines who have completed faculty-mentored research projects. The journal is run by students, but behind the scenes is a unique partnership between Purdue University Press and other departments of Purdue University Libraries, working with Purdue Marketing and Media and the Writing Lab, based in the Department of English. Publication of JPUR is sponsored by the Office of the Provost at Purdue University.  Click here to access JPUR

The  Purdue Journal of Service-Learning (PJSL) , a multi-disciplinary Open Access journal available in print and online, is dedicated to students who conduct projects with strong service-learning and academic civic engagement aspects. By involving students in an intensive writing activity and showcasing the opportunities available at Purdue, the journal will enhance the use and effectiveness of the pedagogy of service-learning as a high-impact learning methodology.  Click here to access PJSL

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Papers and Presentations

Main navigation, presenting at a conference provides many opportunities to professionalize your work.

• Develop the skill to write succinctly about your work in a compelling way.
• Receive valuable feedback on your presentation.
• Learn about the latest developments in your field or discipline.
• Meet your peers and other researchers from different schools and learn about possible graduate programs.

Talk to your faculty mentor about submitting abstracts to appropriate conferences in your field.

Undergraduate Research Student Grants support students presenting their work at peer reviewed scholarly conferences. Learn more about Undergraduate Research Conference Grants  here .

Publishing a paper

Complete your independent project by writing a research paper, for possible submission to journals at Stanford or outside Stanford. You may also consider presenting your work in more accessible forms in newspapers, magazines, radio, and on the web.

Seek recommendations from your faculty mentor about the appropriate outlet for your work.

Consider the opportunities for publication offered by the  Stanford Undergraduate Research Journal  and other student journals on campus.

Volunteer Project Presentation

Undergraduate Research also encourages current student volunteers to present their project posters or to speak about their project experiences to students who are not yet engaged in these pursuits. Some of these info session events may be dorm presentations with Undergraduate Research staff, and you may like to consider contributing especially to your first year or sophomore year dorms. Please indicate the sites where you would like to give such a presentation. You will be playing a part in guiding students as they explore their interests and begin their own independent projects!

• The Path to Grad School
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Publish Your Research

Publishing your research work is a great opportunity to showcase your work and contributions to your discipline. It will also contribute to your future if you plan to pursue an advanced degree in graduate school.

It is not common for undergraduate students to publish during their undergraduate education due to the time commitment and process. Several students are added as contributors to research publications after they graduate. Your mentor will consider adding you if you contribute a significant amount of work or help the group make progress with your efforts.

There are several steps to publishing and the first should be a discussion with your mentor. In addition to UC Merced, there are several opportunities to publish your research work so discuss the possibility with your mentor to prepare a manuscript.

The Undergraduate Research Journal strives to feature research from the various schools in order to show what can be accomplished when the definition of "research" is expanded. The journal aims to accuratley portray the diversity of research in which students at UC Merced are engaged in, as well as, connect faculty and students by highlighting the value of an interdisciplinary approach to research. 

https://urjournal.ucmerced.edu/ 

The Council on Undergraduate Research has a long list of research journals for students to consider submission. Connect to the CUR website to view journals by specific disciplines, multidisciplinary journals, and to learn about the submission precess that varies by journal. 

https://www.cur.org/engage/undergraduate/journals/listing/ 

Why publish research as an undergraduate student?

1. To help improve writing and research skills.

The process of researching, writing, editing, and publishing an article for the first time will provide valuable feedback on what steps may require improvement and where strengths may be. Going through these steps will improve writing and research skills that will be useful in graduate studies or a professional career.

2. To experience the scholarly publication process.

Publication is a requirement in many disciplines. Going through the process as an undergraduate will make the experience familiar when it may be required later. It will also provide context and understanding of the field.

3. To connect with professors and researchers.

Faculty in the department the journal is connected to will likely be involved in the publication or post-publication process. Publishing in the journal will help connect students to those faculty members in a way that isn’t often achieved in the typical classroom setting. Publishing may also help students connect with other professionals and researchers in the field, providing new opportunities for collaboration and future study.

4. To display leadership and initiative.

Working as part of the editorial team or being involved in the publication process is hard work. Faculty, employers, and graduate school admissions committee members will understand this and recognize pursuing this endeavor as an example of leadership and drive.

5. To professionalize the undergraduate experience.

Having a published paper will provide a certain level of professionalization to a resume that many undergraduates do not have. It will signal to graduate school committees and employers that steps were taken to seriously pursue research interests. Published paper may also be useful as a writing sample in graduate school applications.

6. To inform a future career path.

The process of publishing a paper may help inform a future career path and illuminate opportunities that may otherwise have not been considered. It may pique a student’s interest in pursuing publishing or graduate studies as the next step after completion of an undergraduate degree. Alternatively, it may confirm to other students that they wish to pursue other interests outside of academia. Working with faculty and other student researchers will allow students to enter a scholarly community that may help them decide on a future career path. Either way, the process will be valuable in assisting students in deciding what the next step will be.

Taken from the University of Illinois at Urbana-Champaign:

https://publish.illinois.edu/ugresearch/2014/10/14/the-benefits-of-publi...

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Publishing and presenting as an undergraduate is a great way to demonstrate skills learned in the classroom to employers or graduate schools.  Below is a list of publishing options for undergraduate students of all disciplines. 

• Tips for Publishing as an Undergraduate This guide provides tips on the how to, why, and when of publishing as an undergraduate student.
• Florida Undergraduate Research Journal Florida Undergraduate Research Journal is a peer-reviewed publication that accepts submissions from all academic disciplines, from science to humanities to business. Authors must be students at a 4-yr or 2-yr college or university. This is a great way to get a publication under your belt before you finish your bachelor’s.
• List of Undergraduate Research Journals by Discipline List of Undergraduate Research Journals by Discipline this is a comprehensive list of journals that publish undergraduate research in English. Many of the journals are specific to a discipline or subject area. So, if you are looking to publish a research or scholarly article in an undergraduate research journal specific to your area of expertise, this list may have what you are looking for.
• Student Work Collection SPIRAL serves as an online archive for collecting, preserving, and disseminating digital copies of the intellectual output of Lynn University. SPIRAL is used for collecting and posting faculty and staff publications and presentations, student theses, portfolios, and dissertations, as well as video or audio files, archival materials, photographs, yearbooks, student newspapers, and much more. SPIRAL is maintained by the Eugene M. and Christine E. Lynn Library Staff .
• iPulse From its humble beginnings in 2005, students have taken great pride in the planning and production of the award-winning iPulse. The news publication gives students resume-building opportunities to successfully communicate in the global media marketplace while being storytellers. Students are building a solid foundation for success, from newspaper writing and podcasting to learning about the importance of teamwork and deadlines. iPulse provides students with experiential learning, and published articles range from trending stories, entertainment, and sports to politics and social issues. The collaboration with Apple News creates a unique identity for the paper and propels the iPulse brand and student work. Apple News has elevated iPulse as a prominent producer of student content. If interested, please contact iPulse .
• Quest Quest is Lynn University’s Arts Magazine. It is published yearly in early May. There have been 23 editions. It is a venue for students to publish their original creative work of any type including: short stories, poems, graphic novels, photos (300 dpi), art work, videos, songs, comics, any and all original creative work. Submit work to Prof. Bonincontri .
• Lynn University Student Symposium Lynn University Student Symposium – The symposium is Lynn University’s on-campus conference, affording undergraduate and graduate students from all colleges the opportunity to present their academic and research work. While there are many opportunities for students to be recognized for their athletic and artistic talents, this competitive event showcases the excellent academic work of Lynn’s student scholars. The process of preparing for this professional-level event is guided by faculty to ensure student success. Students may present their work in conference-style oral format or as an original research poster. Participation is a resume-building opportunity and the best presenters even win prizes. If you’re interested, please contact Dr. Lehman .
• ResearchGate ResearchGate is social media for scholars. You can create an account to share your research, follow scholars in the same discipline, and publicize your research and scholarship from posters to papers. You can upload research posters you’ve presented at conferences or made in class to get your scholarly profile started.
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Publish Your Research

Looking for a place to publish your research as an undergraduate?

Consider publishing in UNC’s own undergraduate research journal,  UNC JOURney . Submissions are usually accepted and reviewed early in the Spring semester.

The links below will lead you to more information about peer-reviewed research journals focusing on undergraduate research, scholarship and creative work.

Are you interested in writing about the research of others?  Carolina Scientific  is an undergraduate student organization whose mission is to produce a news magazine focusing on the exciting innovations and research that are going on at UNC-Chapel Hill in the fields of biology, chemistry, and physics. Ultimately, our goal is to educate and inform students on the different research labs at UNC while helping students become more involved in undergraduate research. **Important: you do not have to be currently involved in undergraduate research to write for Carolina Scientific! For more information on how to become a staff writer or how to get involved with production and layout, please email [email protected] .

Interdisciplinary »

• Confluence  (Humanities); Varies
• Discussions: Undergraduate Research Journal of CWRU
• Journal of Student Research
• Journal of Undergraduate Research and Scholarly Excellence
• Journal of Young Investigators; Rolling Submissions
• McGill Journal of Medicine; February 21st
• Papers & Publications: Interdisciplinary Journal of Undergraduate Research
• Penn Bioethics Journal; February 14th
• People, Ideas, and Things (PIT) Journal; Varies
• Perspectives on Undergraduate Research and Mentoring; March 15 (for primary consideration)
• Philologia ; mid-September
• Pittsburgh Undergraduate Review; Rolling Submissions
• Pursuit: The Journal of Undergraduate Research at the University of Tennessee
• Reinvention: an International Journal of Undergraduate Research
• Undergraduate Journal of Service Learning and Community-Based Research

General Science »

• Columbia Undergraduate Science Journal ; See website
• eUndergraduate Research  (Analytical Science Digital Library); Rolling

Chemistry »

• Journal of Undergraduate Chemistry Research ; Rolling Submissions

Economics »

• Issues in Political Economy ; January 15th
• Undergraduate Economic Review ; Varies

English and Creative Writing »

• Allegheny Review ; December 1st
• Digital Literature Review
• Public Writing: A Cultural Studies Journal for Undergraduate Writers ; Rolling Submissions
• Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric

Geography »

• Geographical Bulletin ; Varies

Global Affairs »

• The Internationalist ; rolling submissions. Also has opportunities for UNC students to participate in editing.

Traces: The UNC-Chapel Hill Journal of History

• Rose Hulman Institute of Technology Undergraduate Math Journal ; Spring: March 15th, Fall: September 15
• Furman University E Journal of Undergraduate Math ; Rolling Submissions

Philosophy »

• Aporia; Fall – Mid September, Spring – February 3rd
• Dualist , January
• Journal of Undergraduate Research in Physics ; Rolling Submissions

Political Science »

• University of Michigan Journal of Political Science ; Rolling Submissions
• Yale Political Quarterly; Rolling Submissions

Psychology »

• Psi Chi Journal of Psychological Research ; Rolling Submissions
• Journal of Psychological Inquiry ; Rolling Submissions
• The Yale Review of Undergraduate Research in Psychology ; Submissions due in April

Women and Gender Studies »

• Feminist Spaces
• Sprinkle: an undergraduate journal of feminist and queer studies

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Student journals create unique avenues by which emerging scholars can engage with research more profoundly. They offer a more viable path for students to earn publication and provide valuable professional opportunities, as student leaders can experience academic publishing from a distinct vantage point and develop as leaders in research. Student journals often play an integral role in research engagement programs at the institutional level. CUR offers a Student Journals community as a place for those involved in student research journals—students, faculty, librarians, administrators, and others—to share resources, foster discussion of best practices, seek solutions to issues encountered in the operation of student journals, and provide support and networking to such individuals. There is also an impressive list of undergraduate research journals, and if you don’t see your journal posted, visit the link at the bottom of the Undergraduate Journal Catalog webpage to submit your listing.

Need Assistance?

Contact CUR at  [email protected]  or  202-783-4810 to speak with Natalie Jones or Jodi Wilson of our Customer Experience team.

Connect With Us

The Council on Undergraduate Research is committed to inclusivity and diversity in all of its activities; therefore, CUR will increase and nurture participation of individuals and groups that have been traditionally underrepresented in undergraduate research.

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Undergraduate Publication Opportunities at GWU

Journals that publish student research and writing.

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• The Eckles Prize for First Year Research Excellence This annual prize recognizes students who produce a research project in their first year that demonstrates significant and meaningful use of library services and collections at the George Washington University.
• GW Undergraduate Review Established in 2016, the GW Undergraduate Review is the premier publication of research from undergraduate students at The George Washington University. Our mission is to promote undergraduate research on GW's campus through events, workshops, and the publication of a student peer-reviewed journal.​ The GWUR is student-run and supported by the Office of the Vice Provost for Research.
• The Globe The Globe is the only Undergraduate Journal in International Affairs at the George Washington University (GW). Jointly sponsored by the International Affairs Society (IAS) and the Elliott School of International Affairs, The Globe publishes an annual issue every Spring Semester to showcase the ideas, perspectives, and research of GW Students interested in Security, Human Rights, Development, and other sub-fields of IA.
• Publish and Present Student Work A list of undergraduate publications, curated by the Center for Undergraduate Fellowships and Research at GWU.

Here is a comprehensive list of journals that publish student research and writing, maintained by the Council on Undergraduate Research . See below for direct links to select titles.

• Girl Studies: An Interdisciplinary Journal for Undergraduate Research Girls Studies: An Interdisciplinary Journal for Undergraduate Research publishes the work of undergraduate students on topics such as the socialization of female adolescents, gender expectations, identity, body image, the impact of media on girls, and girl empowerment. Submissions of an interdisciplinary nature as well as from across the disciplines--for example, from Sociology, History, Literature, Cultural Studies, Education, Art, and Feminist Theory (to name a few)-- are welcomed.
• International Journal of Undergraduate Research and Creative Activities A peer-reviewed, open-access journal dedicated to the publication of outstanding scholarship by undergraduates and their mentors from academic institutions of higher learning. The Journal accepts submissions of research articles, fiction, poetry, photography, videos, and other creative works from undergraduate students in all academic disciplines.
• Journal of Student Research Journal of Student Research is an electronic, academic, multidisciplinary peer-reviewed journal.
• Queen City Writers We seek thought-provoking pieces from any disciplinary perspective that explore questions and problems related to writing, rhetoric, reading, literacy broadly conceived, popular culture and media, community discourses, and multimodal and digital composing. We expect that the work will be informed by critical conversations relevant to the topic–that is, composers should incorporate timely, pertinent research to support claims. In addition, we welcome projects that experiment with form, voice, style, and delivery.
• Stanford Undergraduate Research Journal The Stanford Undergraduate Research Journal (SURJ) is an annual peer-reviewed publication of research articles written primarily by Stanford undergraduates, but also by well-qualified students at other institutions, from all academic fields.
• Inquiries Inquiries, formerly Student Pulse, is an online open-access academic journal focused on publishing the work of university students from around the world in a wide range of academic disciplines.
• Undergraduate Journal of Service Learning and Community Based Research The Undergraduate Journal of Service Learning and Community-Based Research adds to the increasing number of scholarly journals that invite undergraduates to pursue their own intellectual projects. We seek undergraduate contributions to the burgeoning academic conversation on service learning and community-based research. The Undergraduate Journal of Service Learning and Community-Based Research is open to undergraduate students in the U.S. and across the globe in all subject areas. All submissions will undergo a rigorous review process.
• Young Scholars in Writing Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric (YSW), a peer-reviewed journal for undergraduates, was founded in 2003 by Laurie Grobman and Candace Spigelman at Penn State Berks. YSW is the first international undergraduate research journal in rhetoric and writing studies and has garnered a national reputation.
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Journal of Student Research

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate students.

Articles Indexed in Scholarly Databases

The journal seeks articles that are novel, integrative, and accessible to a broad audience, including an array of disciplines. The content of the journal ranges from Applied research to Theoretical research. In general, papers on all topics are welcome to submit. The journal uses an automated process from manuscript submission to publication. Manuscript submission, peer review, and publication are all handled online, and the journal automates all clerical steps during peer review.

Trusted By Student Authors Globally

Focus and Scope

Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

Faculty-Refereed Review Process

This journal uses a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Authors need to ensure that their manuscripts do not give away their identity to facilitate this. To find out more about the review process, please visit the  Author Guidelines  page. We invite teachers and faculty interested in reviewing articles for this journal; please visit our  Reviewers  page for more information.

Open Access Policy

This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about  Open Access .

Authors Retain Copyright

Articles published in this journal are under a  Creative Commons License , and the authors retain the copyright to their work.

Announcements

Call for papers: volume 13 issue 4.

If you are an undergraduate or graduate student at a college or university aspiring to publish, we are accepting submissions. Submit Your Article Now!

Deadline: 11:59 p.m. August 31, 2024

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How do undergraduates get their research published?

By JACOB TOOK | November 30, 2017

COURTESY OF JACOB TOOK Students from various majors pursue research and try to get published.

Hopkins is considered to be the first research institution in the United States. The University stresses that research projects are accessible to undergraduates; however, many students feel that Hopkins could do more to help them pursue research and, ultimately, get published.

The University was founded in the late 19th century on the principle of integrating education and research, following the centuries-old model of Germany’s Heidelberg University.

Today, about two thirds of undergraduates engage in research, but they often find that publishing their results can be more difficult.

Some undergraduates also identified differences in pursuing and publishing research between humanities and STEM fields. The News-Letter spoke with three humanities and three STEM undergraduates to find out what challenges they face in getting published.

Mike Tritsch, a sophomore in the Near Eastern Studies department, researched bone remains at a slave site in southern Maryland. He said that one of his supervisors helped him get a paper on his research accepted in a peer-reviewed journal because it is typically difficult for undergraduates to get published.

“Most journals are only grad students or PhDs,” he said. “In other fields, you have a lab, and everyone who works on the project gets their name on the publication — archaeology is just one or two authors.”

Senior Hannah Cowley, a cognitive science major, researched how the brain perceives space by working with a young girl who is unable to differentiate between left and right.

She said that it can be difficult for undergraduates to find labs in which they can contribute to the research rather than only engaging with menial tasks.

“It’s easy to get pigeonholed into washing beakers,” she said. “If publication or contributing is your end goal, you have to work on not being complacent, which is hard because of the stress of Hopkins.”

She added that it is difficult for undergraduates to contribute to research projects in the lab because they may lack the necessary expertise.

Caroline Lupetini, a junior in International Studies, completed an independent study researching Russian interference in recent elections in Europe. She said she has not published her paper because it is too long.

Lupetini agreed that it can be difficult to be knowledgeable enough about a project as an undergraduate. She also added that humanities research is generally an independent and individualized effort.    

“My experience was finding a mentor and developing a relationship with the professor, whereas STEM research is more that you are part of a team,” she said. “You have to find your passion project in humanities or social science because no one else is necessarily working on that project.”

She also said that part of the University’s renown as a research institution is due to the work its students publish and said that those in humanities fields should get more recognition.

“If Hopkins wants to increase its prestige, it should focus on getting more humanities [students] published,” she said.

Mechanical engineering senior Sharon Maguire published a “how-to” paper after she designed a way to 3D-print a laryngoscope, a typically expensive piece of surgical equipment, for about $40.

Maguire said that she gets credit for her research and therefore can take fewer classes, which helps her manage her schedule and makes publication more accessible.

“It’s not the norm to have time for [research],” she said. “That’s the great thing about doing research for credit.”

Cowley believes that giving credit for researching is not sufficient and that the University should make sure students receive financial compensation.

“Credits are wonderful, but it doesn’t buy you food,” she said. “It is hard trying to balance research and work and getting money to pay your rent.”

According to Tritsch, it is easier to get credit for research in STEM fields. Taylor Veracka, a senior in Film and Media Studies, published a paper on democracy in Taiwan that she wrote for a class. She agreed that there’s more support for students in STEM to get published because they are expected to do research.

“My friend — she’s worked on research opportunities where she’s worked in the lab and helped write the final report, and has gotten published that way,” Veracka said. “For humanities and social sciences you could do that, but it’s not a track that a lot of people follow.”

She said that she took a class on how to complete research in social sciences and the humanities and would like to see more resources that provide students with that type of information.

“If those kinds of opportunities were offered to encourage students to think they might get published, that would be beneficial,” Veracka said.

Last spring, the Hopkins Office of Undergraduate Research (HOUR) was created in order to make research and publication opportunities more accessible to undergraduates.

HOUR Director Feilim Mac Gabhann, who is a biochemical engineer, said that they want to work with students across departments, not just those in STEM.

“The classic version of research, the cells in a dish, that’s one type of it, but so too is anything that involves discovery and creativity,” he said. “Music composition at Peabody we think of as part of this, original writing we see as part of this.”

Mac Gabhann said that students’ needs vary depending on their fields of study and their personal interests.

“The experience of undergraduates is very variable,” he said. “Some walk in and the first lab they knock on the door of they get a position and have a great experience, and some people find it harder to find a position or to be supported while they are in that position.”

HOUR manager Tracy Smith has had STEM experience, but she also holds a business degree and said she has a more general base rather than a true science background.

Smith said that HOUR hopes to facilitate positive relationships between students and their mentors, which she described as crucial for research.

“If you’re not connecting with a mentor, then you’re not stuck there,” she said. “We have a huge resource of faculty and postdocs and research associates across the University, and if you’re having a bad experience, find one that works.”

Mac Gabhann also said that the relationships students make with their mentors will follow them into their careers.

“Those mentor-mentee relationships last a very long time and they’re very important, so it’s helpful to get them right,” he said. “Not everyone is a perfect match. There are different types of personalities. Certain people work in certain ways.”

Smith said that they work to connect undergraduates with researchers in an effort to set up those relationships. She said that faculty from the medical school have contacted HOUR in search of undergraduates.

“By coming through us, we’re able to target specific departments where they’re going to get a better response rate,” she said. “They’ve been successful in finding undergraduates to work on their projects.”

Vice Dean for Humanities and Social Sciences Betsy Bryan, who has worked with Tritsch on some projects, said that it can be more difficult for undergraduate students to find a mentor to work with.

“What we see much less of, generally in the humanities, is a long line of names that are attributed to an article,” she said. “Most papers in the humanities are single-authored.”

However, Bryan said that there are faculty who are committed to working with undergraduates in the humanities.

“More people are working with undergrads and seeing that their contributions are research worthy,” she said. “In the humanities, I think the whole concept of undergraduate research and publication is changing.”

Students agreed that finding a mentor was helpful to their research and helping them get published.

Maguire said that her professors and advisors were supportive of her project and wanted her to be successful. She said that speaking with professors or advisors can help students get started or get their papers published.

“They remember their first time going into the lab and what it’s like to be clueless,” she said. “Chances are they have been published dozens of times, and they can help you. It’s all about not being afraid to ask for help.”

Veracka said that even though she published her paper after her class ended, she emailed her professor to ask if he thought she should try to publish it. She then continued to correspond with him during the submissions process.

“When I was submitting it, I would keep him updated, and he was like, ‘That’s great, send me a citation,’” she said. “It was just validation that it was a good idea, and that I should get it published.”

Senior neuroscience major Sam Allen is writing a textbook chapter and works closely with his lab’s principal investigator (PI).

“He’s been in this field for so long, he understands more of the complexities behind it, and so he just reviewed it,” Allen said. “You have to give credit to people that did a lot of the preliminary groundbreaking stuff, which a lot of the time you miss because there’s other stuff built on it.”

He said that their project is delayed because he and his PI have sent revisions and suggestions. He also said that managing his time has been challenging.

According to Allen, students should engage in research projects that they’re passionate about, even if they cannot get published.

“A lot of people who want to publish and they can’t — they see it as a failing,” Allen said. “The goal shouldn’t be to go to a professor and say you want to publish something. That shows that you’re looking for the end goal and not the research itself.”

He said that it was important to research something that interests you and added that he wouldn’t have been able to finish his textbook chapter had he not been interested in the subject.

However, Tritsch said that students should try to get published so that they can show that they have experience in the field.

“If you’ve finished your project, you should publish it. If you don’t publish it, why are you even doing it?” he said. “If you’re going on after undergrad, it’s even more important because it helps you getting into grad school.”

Bryan said that undergraduates no longer have to write book-length manuscripts in the humanities. She added that increasingly, more weight is given to undergraduate papers.

“An undergraduate can access deep information in a way that they couldn’t have done years ago,” she said.

Tritsch said that the deadlines that graduate students have in their classes are more flexible than they are for undergraduates.

“It just takes a while and you have to be persistent at it or you just won’t get published,” he said. “It’s harder to find time, even for me. I have trouble finding time to do the research I want to do.”

Cowley agreed that it could be difficult to manage her time as an undergraduate but said that it is important for students to pursue something that they are passionate about.

“If you don’t love it along the way then what’s the point?” she said. “Going in with the mentality that publishing is the end goal is really dangerous because you miss the opportunity to show what you’re passionate about.”

Trisha Parayil contributed reporting.

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Home » How to Publish a Research Paper – Step by Step Guide

How to Publish a Research Paper – Step by Step Guide

Table of Contents

Publishing a research paper is an important step for researchers to disseminate their findings to a wider audience and contribute to the advancement of knowledge in their field. Whether you are a graduate student, a postdoctoral fellow, or an established researcher, publishing a paper requires careful planning, rigorous research, and clear writing. In this process, you will need to identify a research question , conduct a thorough literature review , design a methodology, analyze data, and draw conclusions. Additionally, you will need to consider the appropriate journals or conferences to submit your work to and adhere to their guidelines for formatting and submission. In this article, we will discuss some ways to publish your Research Paper.

How to Publish a Research Paper

To Publish a Research Paper follow the guide below:

• Conduct original research : Conduct thorough research on a specific topic or problem. Collect data, analyze it, and draw conclusions based on your findings.
• Write the paper : Write a detailed paper describing your research. It should include an abstract, introduction, literature review, methodology, results, discussion, and conclusion.
• Choose a suitable journal or conference : Look for a journal or conference that specializes in your research area. You can check their submission guidelines to ensure your paper meets their requirements.
• Prepare your submission: Follow the guidelines and prepare your submission, including the paper, abstract, cover letter, and any other required documents.
• Submit the paper: Submit your paper online through the journal or conference website. Make sure you meet the submission deadline.
• Peer-review process : Your paper will be reviewed by experts in the field who will provide feedback on the quality of your research, methodology, and conclusions.
• Revisions : Based on the feedback you receive, revise your paper and resubmit it.
• Acceptance : Once your paper is accepted, you will receive a notification from the journal or conference. You may need to make final revisions before the paper is published.
• Publication : Your paper will be published online or in print. You can also promote your work through social media or other channels to increase its visibility.

How to Choose Journal for Research Paper Publication

Here are some steps to follow to help you select an appropriate journal:

• Identify your research topic and audience : Your research topic and intended audience should guide your choice of journal. Identify the key journals in your field of research and read the scope and aim of the journal to determine if your paper is a good fit.
• Analyze the journal’s impact and reputation : Check the impact factor and ranking of the journal, as well as its acceptance rate and citation frequency. A high-impact journal can give your paper more visibility and credibility.
• Consider the journal’s publication policies : Look for the journal’s publication policies such as the word count limit, formatting requirements, open access options, and submission fees. Make sure that you can comply with the requirements and that the journal is in line with your publication goals.
• Look at recent publications : Review recent issues of the journal to evaluate whether your paper would fit in with the journal’s current content and style.
• Seek advice from colleagues and mentors: Ask for recommendations and suggestions from your colleagues and mentors in your field, especially those who have experience publishing in the same or similar journals.
• Be prepared to make changes : Be prepared to revise your paper according to the requirements and guidelines of the chosen journal. It is also important to be open to feedback from the editor and reviewers.

List of Journals for Research Paper Publications

There are thousands of academic journals covering various fields of research. Here are some of the most popular ones, categorized by field:

General/Multidisciplinary

• Nature: https://www.nature.com/
• Science: https://www.sciencemag.org/
• PLOS ONE: https://journals.plos.org/plosone/
• Proceedings of the National Academy of Sciences (PNAS): https://www.pnas.org/
• The Lancet: https://www.thelancet.com/
• JAMA (Journal of the American Medical Association): https://jamanetwork.com/journals/jama

Social Sciences/Humanities

• Journal of Personality and Social Psychology: https://www.apa.org/pubs/journals/psp
• Journal of Consumer Research: https://www.journals.uchicago.edu/journals/jcr
• Journal of Educational Psychology: https://www.apa.org/pubs/journals/edu
• Journal of Applied Psychology: https://www.apa.org/pubs/journals/apl
• Journal of Communication: https://academic.oup.com/joc
• American Journal of Political Science: https://ajps.org/
• Journal of International Business Studies: https://www.jibs.net/
• Journal of Marketing Research: https://www.ama.org/journal-of-marketing-research/

Natural Sciences

• Journal of Biological Chemistry: https://www.jbc.org/
• Cell: https://www.cell.com/
• Science Advances: https://advances.sciencemag.org/
• Chemical Reviews: https://pubs.acs.org/journal/chreay
• Angewandte Chemie: https://onlinelibrary.wiley.com/journal/15213765
• Physical Review Letters: https://journals.aps.org/prl/
• Journal of Geophysical Research: https://agupubs.onlinelibrary.wiley.com/journal/2156531X
• Journal of High Energy Physics: https://link.springer.com/journal/13130

Engineering/Technology

• IEEE Transactions on Neural Networks and Learning Systems: https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=5962385
• IEEE Transactions on Power Systems: https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=59
• IEEE Transactions on Medical Imaging: https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=42
• IEEE Transactions on Control Systems Technology: https://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=87
• Journal of Engineering Mechanics: https://ascelibrary.org/journal/jenmdt
• Journal of Materials Science: https://www.springer.com/journal/10853
• Journal of Chemical Engineering of Japan: https://www.jstage.jst.go.jp/browse/jcej
• Journal of Mechanical Design: https://asmedigitalcollection.asme.org/mechanicaldesign

Medical/Health Sciences

• New England Journal of Medicine: https://www.nejm.org/
• The BMJ (formerly British Medical Journal): https://www.bmj.com/
• Journal of the American Medical Association (JAMA): https://jamanetwork.com/journals/jama
• Annals of Internal Medicine: https://www.acpjournals.org/journal/aim
• American Journal of Epidemiology: https://academic.oup.com/aje
• Journal of Clinical Oncology: https://ascopubs.org/journal/jco
• Journal of Infectious Diseases: https://academic.oup.com/jid

List of Conferences for Research Paper Publications

There are many conferences that accept research papers for publication. The specific conferences you should consider will depend on your field of research. Here are some suggestions for conferences in a few different fields:

Computer Science and Information Technology:

• IEEE International Conference on Computer Communications (INFOCOM): https://www.ieee-infocom.org/
• ACM SIGCOMM Conference on Data Communication: https://conferences.sigcomm.org/sigcomm/
• IEEE Symposium on Security and Privacy (SP): https://www.ieee-security.org/TC/SP/
• ACM Conference on Computer and Communications Security (CCS): https://www.sigsac.org/ccs/
• ACM Conference on Human-Computer Interaction (CHI): https://chi2022.acm.org/

Engineering:

• IEEE International Conference on Robotics and Automation (ICRA): https://www.ieee-icra.org/
• International Conference on Mechanical and Aerospace Engineering (ICMAE): http://www.icmae.org/
• International Conference on Civil and Environmental Engineering (ICCEE): http://www.iccee.org/
• International Conference on Materials Science and Engineering (ICMSE): http://www.icmse.org/
• International Conference on Energy and Power Engineering (ICEPE): http://www.icepe.org/

Natural Sciences:

• American Chemical Society National Meeting & Exposition: https://www.acs.org/content/acs/en/meetings/national-meeting.html
• American Physical Society March Meeting: https://www.aps.org/meetings/march/
• International Conference on Environmental Science and Technology (ICEST): http://www.icest.org/
• International Conference on Natural Science and Environment (ICNSE): http://www.icnse.org/
• International Conference on Life Science and Biological Engineering (LSBE): http://www.lsbe.org/

Social Sciences:

• Annual Meeting of the American Sociological Association (ASA): https://www.asanet.org/annual-meeting-2022
• International Conference on Social Science and Humanities (ICSSH): http://www.icssh.org/
• International Conference on Psychology and Behavioral Sciences (ICPBS): http://www.icpbs.org/
• International Conference on Education and Social Science (ICESS): http://www.icess.org/
• International Conference on Management and Information Science (ICMIS): http://www.icmis.org/

How to Publish a Research Paper in Journal

Publishing a research paper in a journal is a crucial step in disseminating scientific knowledge and contributing to the field. Here are the general steps to follow:

• Choose a research topic : Select a topic of your interest and identify a research question or problem that you want to investigate. Conduct a literature review to identify the gaps in the existing knowledge that your research will address.
• Conduct research : Develop a research plan and methodology to collect data and conduct experiments. Collect and analyze data to draw conclusions that address the research question.
• Write a paper: Organize your findings into a well-structured paper with clear and concise language. Your paper should include an introduction, literature review, methodology, results, discussion, and conclusion. Use academic language and provide references for your sources.
• Choose a journal: Choose a journal that is relevant to your research topic and audience. Consider factors such as impact factor, acceptance rate, and the reputation of the journal.
• Follow journal guidelines : Review the submission guidelines and formatting requirements of the journal. Follow the guidelines carefully to ensure that your paper meets the journal’s requirements.
• Submit your paper : Submit your paper to the journal through the online submission system or by email. Include a cover letter that briefly explains the significance of your research and why it is suitable for the journal.
• Wait for reviews: Your paper will be reviewed by experts in the field. Be prepared to address their comments and make revisions to your paper.
• Revise and resubmit: Make revisions to your paper based on the reviewers’ comments and resubmit it to the journal. If your paper is accepted, congratulations! If not, consider revising and submitting it to another journal.
• Address reviewer comments : Reviewers may provide comments and suggestions for revisions to your paper. Address these comments carefully and thoughtfully to improve the quality of your paper.
• Submit the final version: Once your revisions are complete, submit the final version of your paper to the journal. Be sure to follow any additional formatting guidelines and requirements provided by the journal.
• Publication : If your paper is accepted, it will be published in the journal. Some journals provide online publication while others may publish a print version. Be sure to cite your published paper in future research and communicate your findings to the scientific community.

How to Publish a Research Paper for Students

Here are some steps you can follow to publish a research paper as an Under Graduate or a High School Student:

• Select a topic: Choose a topic that is relevant and interesting to you, and that you have a good understanding of.
• Conduct research : Gather information and data on your chosen topic through research, experiments, surveys, or other means.
• Write the paper : Start with an outline, then write the introduction, methods, results, discussion, and conclusion sections of the paper. Be sure to follow any guidelines provided by your instructor or the journal you plan to submit to.
• Edit and revise: Review your paper for errors in spelling, grammar, and punctuation. Ask a peer or mentor to review your paper and provide feedback for improvement.
• Choose a journal : Look for journals that publish papers in your field of study and that are appropriate for your level of research. Some popular journals for students include PLOS ONE, Nature, and Science.
• Submit the paper: Follow the submission guidelines for the journal you choose, which typically include a cover letter, abstract, and formatting requirements. Be prepared to wait several weeks to months for a response.
• Address feedback : If your paper is accepted with revisions, address the feedback from the reviewers and resubmit your paper. If your paper is rejected, review the feedback and consider revising and resubmitting to a different journal.

How to Publish a Research Paper for Free

Publishing a research paper for free can be challenging, but it is possible. Here are some steps you can take to publish your research paper for free:

• Choose a suitable open-access journal: Look for open-access journals that are relevant to your research area. Open-access journals allow readers to access your paper without charge, so your work will be more widely available.
• Check the journal’s reputation : Before submitting your paper, ensure that the journal is reputable by checking its impact factor, publication history, and editorial board.
• Follow the submission guidelines : Every journal has specific guidelines for submitting papers. Make sure to follow these guidelines carefully to increase the chances of acceptance.
• Submit your paper : Once you have completed your research paper, submit it to the journal following their submission guidelines.
• Wait for the review process: Your paper will undergo a peer-review process, where experts in your field will evaluate your work. Be patient during this process, as it can take several weeks or even months.
• Revise your paper : If your paper is rejected, don’t be discouraged. Revise your paper based on the feedback you receive from the reviewers and submit it to another open-access journal.
• Promote your research: Once your paper is published, promote it on social media and other online platforms. This will increase the visibility of your work and help it reach a wider audience.

Journals and Conferences for Free Research Paper publications

Here are the websites of the open-access journals and conferences mentioned:

Open-Access Journals:

• PLOS ONE – https://journals.plos.org/plosone/
• BMC Research Notes – https://bmcresnotes.biomedcentral.com/
• Frontiers in… – https://www.frontiersin.org/
• Journal of Open Research Software – https://openresearchsoftware.metajnl.com/
• PeerJ – https://peerj.com/

Conferences:

• IEEE Global Communications Conference (GLOBECOM) – https://globecom2022.ieee-globecom.org/
• IEEE International Conference on Computer Communications (INFOCOM) – https://infocom2022.ieee-infocom.org/
• IEEE International Conference on Data Mining (ICDM) – https://www.ieee-icdm.org/
• ACM SIGCOMM Conference on Data Communication (SIGCOMM) – https://conferences.sigcomm.org/sigcomm/
• ACM Conference on Computer and Communications Security (CCS) – https://www.sigsac.org/ccs/CCS2022/

Importance of Research Paper Publication

Research paper publication is important for several reasons, both for individual researchers and for the scientific community as a whole. Here are some reasons why:

• Advancing scientific knowledge : Research papers provide a platform for researchers to present their findings and contribute to the body of knowledge in their field. These papers often contain novel ideas, experimental data, and analyses that can help to advance scientific understanding.
• Building a research career : Publishing research papers is an essential component of building a successful research career. Researchers are often evaluated based on the number and quality of their publications, and having a strong publication record can increase one’s chances of securing funding, tenure, or a promotion.
• Peer review and quality control: Publication in a peer-reviewed journal means that the research has been scrutinized by other experts in the field. This peer review process helps to ensure the quality and validity of the research findings.
• Recognition and visibility : Publishing a research paper can bring recognition and visibility to the researchers and their work. It can lead to invitations to speak at conferences, collaborations with other researchers, and media coverage.
• Impact on society : Research papers can have a significant impact on society by informing policy decisions, guiding clinical practice, and advancing technological innovation.

Advantages of Research Paper Publication

There are several advantages to publishing a research paper, including:

• Recognition: Publishing a research paper allows researchers to gain recognition for their work, both within their field and in the academic community as a whole. This can lead to new collaborations, invitations to conferences, and other opportunities to share their research with a wider audience.
• Career advancement : A strong publication record can be an important factor in career advancement, particularly in academia. Publishing research papers can help researchers secure funding, grants, and promotions.
• Dissemination of knowledge : Research papers are an important way to share new findings and ideas with the broader scientific community. By publishing their research, scientists can contribute to the collective body of knowledge in their field and help advance scientific understanding.
• Feedback and peer review : Publishing a research paper allows other experts in the field to provide feedback on the research, which can help improve the quality of the work and identify potential flaws or limitations. Peer review also helps ensure that research is accurate and reliable.
• Citation and impact : Published research papers can be cited by other researchers, which can help increase the impact and visibility of the research. High citation rates can also help establish a researcher’s reputation and credibility within their field.

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Publishing Your Work

There are many journals specific to undergraduate economics students who accept publications. These are a great way to begin your career in research, and/or receive additional feedback on your work.

We encourage you to work with a Economics Professor on an Independent Study project, possibly exploring a concept within one of their classes, or a topic of interest.

The below is a compiling of journals and publications students may consider.

The Stanford Economic Review  is Stanford’s only undergraduate economics publication. For almost a decade, we have published incredible empirical research papers from undergraduate students across the globe, serving as a medium to amplify the voices of some of the world’s brightest minds. Since 2021, our publication has also been accepting qualitative pieces about modern economic issues for the commentary section of our website

We are currently accepting submissions for the Winter 2022-2023 issue of our research journal - the application deadline is December 15, 2022. As for commentary submissions, we will review these pieces on a rolling basis throughout the year, so feel free to submit at any time! Commentaries may take the form of either “short-form” (500-1000 words) or “long-form” (1800-7500 words) articles. Please see the “Submit” section of our website  for more details about the submission requirements, and please reach out to us at [email protected]  if you have any thoughts, comments, questions, or concerns. We look forward to reviewing your work!

Yohannes Tsigab Publishes Research Paper in UCR's Undergraduate Research Journal

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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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• Implications of child poverty reduction targets for public health and health inequalities in England: a modelling study between 2024 and 2033
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• http://orcid.org/0000-0001-8649-6913 Ronan McCabe 1 ,
• http://orcid.org/0000-0001-7286-8106 Roxana Pollack 1 ,
• Philip Broadbent 1 ,
• http://orcid.org/0000-0002-3060-939X Rachel M Thomson 1 ,
• http://orcid.org/0000-0002-2863-4983 Erik Igelström 1 ,
• http://orcid.org/0000-0003-0085-5263 Anna Pearce 1 ,
• http://orcid.org/0000-0002-1294-6851 Clare Bambra 2 ,
• http://orcid.org/0000-0003-3480-6566 Davara Lee Bennett 3 ,
• http://orcid.org/0000-0003-3533-3238 Alexiou Alexandros 3 ,
• http://orcid.org/0000-0002-4573-4628 Konstantinos Daras 3 ,
• http://orcid.org/0000-0002-5828-7724 David Taylor-Robinson 3 ,
• http://orcid.org/0000-0002-4208-9475 Benjamin Barr 3 ,
• http://orcid.org/0000-0001-6593-9092 Srinivasa Vittal Katikireddi 1
• 1 MRC/CSO Social & Public Health Sciences Unit , University of Glasgow , Glasgow , UK
• 2 Population Health Sciences Institute , Newcastle University Institute for Health and Society , Newcastle upon Tyne , UK
• 3 Public Health, Policy & Systems , University of Liverpool , Liverpool , UK
• Correspondence to Dr Ronan McCabe, MRC/CSO Social & Public Health Sciences Unit, University of Glasgow, Glasgow G12 8TB, UK; ronan.mccabe{at}glasgow.ac.uk

Background We investigated the potential impacts of child poverty (CP) reduction scenarios on population health and health inequalities in England between 2024 and 2033.

Methods We combined aggregate local authority-level data with published and newly created estimates on the association between CP and the rate per 100 000 of infant mortality, children (aged <16) looked after, child (aged <16) hospitalisations for nutritional anaemia and child (aged <16) all-cause emergency hospital admissions. We modelled relative, absolute (per 100 000) and total (per total population) annual changes for these outcomes under three CP reduction scenarios between 2024 and 2033— low-ambition (15% reduction), medium-ambition (25% reduction) and high-ambition (35% reduction)—compared with a baseline CP scenario (15% increase). Annual changes were aggregated between 2024 and 2033 at national, regional and deprivation (IMD tertiles) levels to investigate inequalities.

Results All CP reduction scenarios would result in substantial improvements to child health. Meeting the high-ambition reduction would decrease total cases of infant mortality (293; 95% CI 118 to 461), children looked after (4696; 95% CI 1987 to 7593), nutritional anaemia (458, 95% CI 336 to 574) and emergency admissions (32 650; 95% CI 4022 to 61 126) between 2024 and 2033. Northern regions (eg, North East) exhibited the greatest relative and absolute benefit. The most deprived tertile would experience the largest relative, absolute and total benefit; under high-ambition reduction, total infant mortality cases were predicted to fall by 126 (95% CI 51 to 199) in the most deprived tertile compared with 71 (95% CI 29 to 112) in the least between 2024 and 2033.

Conclusions Achieving reductions in CP could substantially improve child health and reduce health inequalities in England.

• INEQUALITIES
• CHILD HEALTH

Data availability statement

All data relevant to the study are included in the article or uploaded as supplementary information. Alternatively, the data is also available through the place-based longitudinal data resource: https://pldr.org/ .

This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See:  https://creativecommons.org/licenses/by/4.0/ .

https://doi.org/10.1136/jech-2024-222313

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WHAT IS ALREADY KNOWN ON THIS TOPIC

Child poverty is a key determinant of population health and health inequalities.

WHAT THIS STUDY ADDS

Child poverty is responsive to policy. We are the first to explore the health impact of meeting hypothetical future child poverty targets in England between 2024 and 2033. We show that reducing child poverty across this period would substantially improve child health and reduce health inequalities.

HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE OR POLICY

We demonstrate the importance of renewed policy efforts to reduce child poverty.

Child poverty is a key determinant of population health and health inequalities. 1 Experiencing child poverty is associated with worse outcomes across a wide range of early years health indicators, with evidence suggesting that these associations are often causal. 2–4 Child poverty also likely reinforces the clustering and accumulation of adverse exposures. 5 Government policy exerts a major influence over rates of child poverty. For example, higher levels of social spending were associated with lower levels of child poverty across European countries in the aftermath of the 2008 financial crisis, whereas countries such as the UK that have enacted high levels of austerity following the crisis—including retrenchment of social spending and local government budgets—have exhibited worse trends in child health outcomes. 6–9

In the UK, progress had been made in reducing child poverty with the ‘New Labour’ Government (1997–2010) introducing several policies under the aim of being “(…) the first generation to end child poverty (in the UK)”. 10 These included targeted measures to supplement income such as the Child Tax Credit and increases in Child Benefit, alongside other measures to improve early years services such as Sure Start programmes. 10 11 Consequently, relative child poverty (before housing costs, BHC) declined from 27% to 20% across this period (a 25.9% reduction) 12 ; corresponding declines in infant mortality rates were observed, particularly in the most deprived areas. 13 However, following the 2008 financial crash and the subsequent enactment of austerity measures by consecutive Conservative-led Governments since 2010, child poverty levels began rising from 17% in 2014 to 23% (BHC) in 2020. 12 This period coincided with a rise in infant mortality. 9 Child poverty is responsive to policy; levels fell to 19% in 2021 following a brief uplift in social spending which was withdrawn by the end of that same year, with levels rising back to 22% in 2023. 12 14 The UK also exhibits wide geographical variation in child poverty levels and its devolved governments have (although limited) powers to influence levels; for example, in 2021, the Scottish Government introduced the weekly Scottish Child Payment for low-income parents/carers, although the impact of this policy on child poverty has not been evaluated yet. 15 16 The societal effects of the COVID-19 pandemic and the ongoing ‘cost of living’ crisis have heightened concerns about the level of child poverty in the UK and its current and future impact on child health. 17–21 While some broad measures have been taken by the UK Government in response to this situation, there has been a lack of policy explicitly addressing rising child poverty—such as removing the ‘two-child limit’ and ‘benefit cap’ on financial support. 22 Similarly, the UK Government’s initiative to ‘level up’ regional inequalities makes no reference to child poverty, despite the wide regional variations in child poverty rates. 16 23 As such, it is important to understand how levels of child poverty could change under different hypothetical policy scenarios and the likely consequences these scenarios would have for child health.

We therefore aimed to investigate the potential impact of meeting different child poverty reduction scenarios on child health outcomes and inequalities in England over the next decade. We selected four child health outcomes which are associated with poverty and deprivation in childhood and for which there were local authority-level data available in England: (1) infant mortality; (2) children (<16 years old) entering local authority care; (3) child (<16 years old) hospital admissions for nutritional anaemia; and (4) child (<16 years old) all-cause emergency hospital admissions. 9 13 24–27 While children entering care is not a direct measure of health, it is associated with a range of short-term and long-term adverse health consequences. 24

Study setting and design

We created a dynamic policy simulation model using aggregated local authority-level data from England. This model allows for the exploration of ex-ante policy impacts under different scenarios between 2024 and 2033, drawing on existing data and published evidence of the relationship between child poverty and health outcomes. 28

This ecological study used data for 145 English upper-tier local authorities (UTLAs). We excluded four UTLAs due to either small population size or irreconcilable boundary changes over the study period (City of London, Isles of Scilly, Bournemouth, Christchurch, and Poole and Dorset) 24 and two further UTLAs due to a lack of published outcome data (Buckinghamshire and Northamptonshire). Exposure data on relative child poverty were acquired from the children in low-income families (CiLIF) statistics, compiled by the Department of Work and Pensions and His Majesty’s Revenue and Customs. 29 Outcome data for infant mortality were derived from the Office for National Statistics (ONS). 30 Data for looked-after children were obtained from the UK Government’s Department of Education, 31 and local authority-level data on the number of hospitalisations for nutritional anaemia and all-cause emergency admissions were derived from NHS Hospital Episode Statistics data and supplied by the University of Liverpool’s Place-Based Longitudinal Data Resource (PLDR). 32 Data on local authority-level income deprivation were derived from the 2019 Index of Multiple Deprivation (IMD), using the local authority average rank. 33

We used the prevalence of relative child poverty BHC, captured in the CiLIF statistics, as our study exposure. This was defined as the proportion of children <16 years old living in families with an income of <60% of the contemporary national median income BHC. We used the 2020 CiLIF estimate to project annual values forward until the study end date in 2033 for each UTLA (see ‘modelled scenarios’ below); while estimates have subsequently been published until 2023, these are at present provisional.

We examined four outcome measures at UTLA level: infant mortality, defined as the total number of deaths under the age of one per 100 000 live births per year; children looked after, defined as the total number of children (<16 years old) entering local authority care (whose care had been with local authorities for >24 hours period) per 100 000 of the <16 population per year; total child (<16 years old) hospitalisations for nutritional anaemia per 100 000 of the <16 population per year; and total child (<16 years old) all-cause emergency admissions per 100 000 of the <16 population per year. The final available values (numerator and denominator) for each outcome—2021 for infant mortality and children looked after, and 2019 for nutritional anaemias and emergency admissions—were held constant until start of the intervention period in 2024 (see online supplemental data ).

Supplemental material

Data analysis, effect estimates.

We calculated additional cases attributable to changes in child poverty for each scenario using separate effect estimates for each outcome. For infant mortality and looked-after children, we used published estimates. For the former, we used an estimate from a time trends analysis of local authority-level data in England between 2000 and 2017, where a one-point change in the prevalence of child poverty was associated with a change in infant mortality of 5.8 (95% CI 2.4 to 8.9) deaths per 100 000 live births. 9 For the latter, we used an estimate from a longitudinal ecological analysis of local authority-level data in England between 2015 and 2020, where a one-point change in the prevalence of child poverty was associated with a change in children looked after of 5.2 (95% CI 2.2 to 8.3) children per 100 000 children <16 years old. 24

For nutritional anaemia and emergency admissions, we did not find relevant estimates in the published literature. Instead, we derived estimates for each outcome from new analysis of annual local authority-level data from the PLDR 32 between 2015 and 2019. Estimates were derived using linear within-between regression analysis, in line with similar studies. 24 This approach uses the strengths of both fixed and random effects models, integrating information on differences between and across areas. We found that a one-point change in the prevalence of child poverty was associated with 0.53 (95% CI 0.39 to 0.67) and 37.7 (95% CI 3.8 to 72.1) additional cases per 100 000 children <16 years old for nutritional anaemia and emergency admissions, respectively.

Modelled policy scenarios

We modelled a baseline child poverty scenario as a logarithmic annual increase (ie, curvilinear with a falling rate of change over time) from the 2020 prevalence of child poverty for each UTLA, resulting in a total cumulative increase of 15% from 2020 to 2033. This formed the baseline scenario to which the effects of other scenarios were compared (see below); that is, we were interested in modelling the potential effects of successful action to reduce child poverty versus unsuccessful or no action. Using the 2023 baseline prevalence of child poverty, we then modelled three scenarios at UTLA level over a 10-year period from 2024 until 2033 (see table 1 ): (1) low ambition reduction, a cumulative exponential decrease (ie, increasing rate of change over time) in child poverty of 15% on 2023 levels between 2027 and 2033 (3-year delay); (2) medium ambition reduction, a cumulative exponential decrease of 25% on 2023 levels between 2026 and 2033 (2-year delay); and (3) high ambition reduction, a cumulative exponential decrease of 35% on 2023 levels between 2025 and 2033 (1-year delay). We understood these scenarios to be realistic in light of the 26% fall in prevalence previously observed in the UK between 1997 and 2010 under previous governments. 34 All scenarios were created using MS Excel (see online supplemental data ).

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Descriptive statistics for baseline exposure and outcomes, derived from modelled projections

Modelling approach

We calculated the annual number of attributable (avoided or added) cases at UTLA level for each outcome under each scenario: the annual relative change in child poverty (%) multiplied by the effect size per number exposed in that same year. We used a Monte Carlo approach to randomly sample (1000 iterations) from the distribution of the effect size of child poverty for each health outcome based on its mean and SE, taking the median of the sample to determine the point estimate of attributable cases, and the 2.5th and 97.5th percentiles for the upper and lower CIs. For each scenario compared with baseline, we report the change in cases for each outcome as the (1) total change per individuals exposed, (2) absolute change, as the risk difference (RD) per 100 000 exposed, and (3) relative change, as risk ratio (RR) at local authority level, regional level, national level and by IMD tertiles across the whole intervention period (2024–2033). Both RR and RD account for differences in population size and are thus suitable for comparison, but only compare extreme categories of the distribution. To quantify effects on inequalities in outcomes taking account for the whole distribution of deprivation, we estimated absolute and relative changes, respectively, as the difference in slope index of inequality (SII) and ratio of relative index of inequality (RII) under each scenario compared with baseline (see online supplemental appendix 1 for details). 35 The SII can be interpreted as the difference in the rate of outcomes between the hypothetically most and least deprived local authorities, whereas the RII can be interpreted as the ratio between those local authorities.

Across the 145 UTLAs included in analysis, the population-weighted mean prevalence of child poverty in 2023 projected under the baseline scenario was 20.7% ( table 1 ). At regional level, the prevalence of child poverty was typically higher in northern regions compared with southern, with the North East having the highest median prevalence at 27.6% (IQR=4.2) and the South East and South West both had the lowest at 15.4% (IQR=8.5–6.7, respectively) in 2023. Across IMD tertiles, the median prevalence was 27.8% (IQR=10.1) in the most deprived tertile and 13.9% (IQR=4.6) in the least deprived tertile. Cases per 100 000 in 2023 are given for each outcome in table 2 , with emergency admission being the most frequent and hospitalisations for nutritional anaemia being the least. For each outcome, cases tended to be highest in regions with high child poverty. Outcome trends (cases per 100 000 exposed) at national level over the period for which official data were available (2015–2019) are presented in online supplemental appendix 2 figure A : admissions fluctuated across this period although were rising 2017–2019, hospitalisations for nutritional anaemia continued rising, and infant mortality and children looked after both fell from 2017 onwards.

Modelled relative and absolute changes (95% CI) under three child poverty reduction scenarios between 2024 and 2033, relative to a baseline scenario of increasing child poverty

Modelled changes

Increasingly ambitious scenarios corresponded to greater relative and absolute beneficial effects, with effect sizes in the high-ambition policy target around twice that of the low-ambition target across all outcome measures at all levels of aggregation ( tables 2 and 3 , online supplemental appendix 2 tables A,B ).

Modelled relative and absolute changes by Index of Multiple Deprivation (IMD) tertile and change in Slope Index of Inequality (SII) under three child poverty reduction scenarios between 2024 and 2033, relative to a baseline scenario of increasing child poverty

Between 2024 and 2033 across England, compared with baseline, we anticipate a reduction in: infant mortality of 1.6% (293 avoided cases, 95% CI 118 to 461) under the high-ambition scenario versus 0.9% (155 avoided cases, 95% CI 62 to 244) under the low-ambition scenario; children looked after of 2% (4696 avoided cases, 95% CI 1987 to 7593) versus 1% (2483 avoided cases, 95% CI 1051 to 4015); hospitalisations for nutritional anaemia of 4.1% (458 avoided cases, 95% CI 336 to 574) versus 2.2% (242 avoided cases, 95% CI 177 to 304); and emergency admissions of 0.4% (32 650 avoided cases, 95% CI 4022 to 34 126) versus 0.2% (17 266 avoided cases, 95% CI 2127 to 32 324) ( table 2 and online supplemental appendix 2 table A ).

At regional level, estimated absolute reductions were typically higher in the north and west of England (eg, North East, West Midlands and Yorkshire and The Humber) compared with the south (see table 2 ); this pattern is highlighted in figures 1 and 2 for cases of emergency admissions avoided per 100 000 compared with baseline under the high-ambition scenario. Between 2024 and 2033, for all child poverty reduction scenarios, we anticipate cases avoided (compared with baseline) per 100 000 would be largest in the North East for all outcomes and smallest in the South East ( table 2 ). Under the high-ambition scenario, estimated total avoided cases in the North East would be 18 (95% CI 7 to 28) for infant mortality, 298 (95% CI 126 to 482) for children looked after, 29 (95% CI 21 to 36) for nutritional anaemias, and 2070 (95% CI 255 to 3876) for emergency admissions ( online supplemental appendix 2 table A ). Regional patterns of relative change were less uniform ( table 2 ), while total cases avoided were typically highest in regions with greater population size (eg, London) ( online supplemental appendix 2 table A ). At local authority level across reduction scenarios, absolute changes per 100 000 were highest in Middlesborough, Oldham, Bradford and Birmingham for all outcome measures (see online supplemental data ); this is visually displayed for emergency admissions in figures 1 and 2 .

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Absolute changes in avoided cases of emergency admissions (per 100 000) for the high ambition scenario (compared to baseline) at local authority level. Grey areas represent excluded local authorities.

Absolute changes in avoided cases of emergency admissions (per 100 000) for the high ambition scenario (compared to baseline) at region level.

Considering deprivation level, anticipated reductions on the difference scale (per 100 000) compared with baseline were highest in the most deprived tertile of UTLAs for all outcome measures (see table 3 ). Under the high-ambition scenario, this equated to a total avoided cases of 126 (95% CI 51 to 199) in the most deprived versus 71 (95% CI 29 to 112) in the least for infant mortality, 1907 (95% CI 807 to 3083) versus 1199 (95% CI 507 to 1939) for children looked after, 189 (95% CI 137 to 234) versus 117 (95% CI 86 to 146) for nutritional anaemias and 13 302 (95% CI 1639 to 24 903) versus 8 322 (95% CI 1025 to 15 581) for emergency admissions ( online supplemental appendix 2 table B ); total avoided cases under each scenario for each outcome measure are shown in figure 3 . Changes on the ratio scale followed a broadly similar pattern ( table 3 ). Greater reductions in child poverty were associated with greater reductions in absolute (SII difference) and relative (RII ratio) inequalities ( table 3 and online supplemental appendix 2 table C , respectively).

Estimated total avoided cases of four health outcomes under low, medium and high poverty reduction scenarios by Index of Multiple Deprivation (IMD tertile), 2024-2033.

Reducing child poverty will likely improve a range of child health outcomes and reduce health inequalities if similar or larger declines to those observed between 1997 and 2010 were achieved. We estimated relative, absolute and total changes in infant mortality, children looked after, nutritional anaemias and all-cause emergency admissions using local authority-level data in England under three different child poverty reduction scenarios between 2024 and 2033 compared with a baseline scenario of increasing child poverty. Achieving an ambitious but realistic reduction of 35% on 2023 levels would be expected to result in avoiding a total of 293 infant deaths, 4696 children entering care, 458 childhood admissions with nutritional anaemias and 32 650 childhood emergency admissions. These reductions would likely translate into significant savings for, and relieve pressure on, local authorities (in relation to children looked after) and health services. Benefits are likely to be greatest in the most disadvantaged areas, helping efforts to ‘level up’. Other health impacts that we have not been able to quantify are also likely.

We used administrative data from trusted sources and outcome estimates from previous empirical studies where available. Our modelling approach was simple and transparent, relying on a limited set of assumptions and a realistic baseline scenario (eg, we predicted mean relative child poverty BHC at 20.7%, whereas the provisional CiLif estimate for 2023 gives 20.1%). 29 However, there are limitations to this work. We focused here on a limited set of outcomes which capture different dimensions of child health and for which there were data readily available. However, future work could extend this analysis to look at other common child health outcomes such as obesity and mental health which are both associated with child poverty. 36 37 Relatedly, we used emergency admissions as a health outcome but acknowledge that they can be affected by health service access (changes in admission practice, transport, etc). Nonetheless, our analyses to parameterise the model excluded the COVID-19 pandemic when changes in practice were most likely to be problematic. We adopted the exposure of relative child poverty rate BHC. However, findings may have differed with alternative measures of child poverty such as absolute rates and rates after housing costs. Additionally, our analyses are predicated on the associations between child poverty and health outcomes accurately reflecting causal effects. While our analyses of changes within local authorities account for time-invariant confounding, risks of residual confounding remain. It is also possible that the effect estimates we observed for each outcome could differ as a consequence of the differing time periods for which data were available. Shorter time periods may lead to underestimated effect sizes within panel data analyses. 38 This might imply our estimates of the impacts on emergency admissions and nutritional anaemia are underestimated. Relatedly, it is possible that the relationship between child poverty and outcomes does not exhibit the linear dose–response relationship that we have assumed here. A few local authorities were excluded due to small numbers, with possible consequences for overall estimates. Finally, our analyses are based on aggregate (ecological) data which could be subject to the ecological fallacy; although, while individual-level data analyses are of interest, these may be subject to the atomistic fallacy (ie, addressing child poverty could have positive impacts for communities beyond the individual). 39 Aggregate data meant that we were also unable to account for variation within and between local authorities in the mechanisms influencing child poverty—for example, the depth of child poverty might differ and the health effects of addressing severe child poverty might differ from addressing less severe poverty. Furthermore, different policies to reduce child poverty (such as minimum wages, tax credits, welfare benefits) might have quite heterogenous effects that we do not distinguish. We would anticipate the impacts of the above factors to result in our estimates being conservative.

To our knowledge, this study is the first to explore the potential impacts of future child poverty reductions on a range of child health outcomes in England. It builds on previous empirical work that has highlighted the consequences of child poverty on outcomes such as infant mortality and children looked after in England. 9 13 24 For example, this research found that reductions in child poverty in the UK between 1997 and 2010 led to a reduction in infant mortality, while subsequent increases in child poverty led to increases in infant mortality. 9 13 Tying into factors influencing child poverty, previous studies have also found associations between increased local authority spending in England and reductions in hospital admissions for nutritional anaemia, although this association lacked precision among those <14 years old (rate ratio=0.97, 95% CI 0.90 to 1.05). 40 Similarly, a study using local authority data by the Nuffield Trust showed that, in 2015/2016, the number of emergency admissions was higher with increasing deprivation among those <14 years old. 26

We highlight that if policy-makers were to set and achieve child poverty targets for England—for example, through suggested measures such as removing the two-child limit and benefit cap 22 —this would likely improve child health, particularly among the most socioeconomically disadvantaged and ‘level up’ regional inequalities.

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Patient consent for publication.

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Acknowledgments.

For the purpose of open access, the author(s) have applied a Creative Commons Attribution (CC BY) licence to any Author Accepted Manuscript version arising from this submission.

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Supplementary materials

Supplementary data.

This web only file has been produced by the BMJ Publishing Group from an electronic file supplied by the author(s) and has not been edited for content.

• Data supplement 1
• Data supplement 2
• Data supplement 3

X @roxana_pollack, @Rachel_Thomson, @igelstorm, @ProfBambra, @benj_barr2, @vkatikireddi

BB and SVK contributed equally.

RM and RP contributed equally.

Contributors RM serves as guarantor for this study. SVK and BB conceptualised the study. RM, RP, DLB, AA and KD were involved in data curation. RP, EI, RMT and PB contributed to analysis code. RM finalised analysis code, conducted formal analyses and visualised findings. RM, RP, AP and SVK wrote the original draft. All authors were involved in the review and editing of the original draft.

Funding RM, RP, EI, RMT, AP and SVK declare funding from the Medical Research Council (MC_UU_00022/2) and the Scottish Government’s Chief Scientists Office (SPHSU17). CB declares funding from the Wellcome Trust (221266/Z/20/Z). AP declares funding from the Wellcome Trust (205412/Z/16/Z). SVK acknowledges funding from the European Research Council (949582). This work also received support from Population Health Improvement UK (PHI-UK), a national research network that seeks to transform health and reduce inequalities through change at the population level. UK Research and Innovation (UKRI) funding for the PHI-UK Policy Modelling for Health theme(s) is gratefully acknowledged [grant reference MR/Y030656/1].

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Competing interests None declared.

Provenance and peer review Not commissioned; externally peer reviewed.

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