Featured Publications
A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students
Cipriano C, Naples L, Eveleigh A, Cook A, Funaro M, Cassidy C, McCarthy M, Rappolt-Schlichtmann G. A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students. Review Of Educational Research 2022, 93: 73-102. DOI: 10.3102/00346543221094079.Peer-Reviewed Original ResearchEmotional learning interventionSEL interventionsLearning interventionUniversal SchoolElementary school-aged studentsElementary school studentsSchool-aged studentsRacial identityStudent disabilitySEL researchEducation researchAge studentsSchool studentsStudentsResearch best practicesMeaningful assessmentSchoolsYouth representationBest practicesDisabilityPracticeMeta-Analyses standardsLimitations of findingsResearchAuthorsThe state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions
Cipriano C, Strambler M, Naples L, Ha C, Kirk M, Wood M, Sehgal K, Zieher A, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow J, Durlak J. The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development 2023, 94: 1181-1204. PMID: 37448158, DOI: 10.1111/cdev.13968.Peer-Reviewed Original ResearchConceptsSEL interventionsSchool-based SEL interventionsEmotional learning interventionSEL researchSchool climateStudent experienceSEL contentAcademic achievementLearning interventionEmotional learningImplementation qualitySchool functioningStudentsPeer relationshipsIntervention featuresState of evidenceKindergartenLearningSkillsAchievementAttitudesExperienceGradePracticeIntervention
2025
Understanding students' emotion regulation strategy selection using network analysis approach
Ha C, Ng Z, Cipriano C. Understanding students' emotion regulation strategy selection using network analysis approach. Personality And Individual Differences 2025, 233: 112913. DOI: 10.1016/j.paid.2024.112913.Peer-Reviewed Original ResearchEmotion regulation strategiesRegulation strategiesEmotion regulation developmentSelection of emotion regulation strategiesEmotion regulation assessmentsSecondary schoolsStudents' useStudentsSchoolStrategy selectionRumination strategiesEmotional situationsRegulation assessmentsRelationship patternsSomatic relaxationEmotionsAdolescentsNetwork analysis approachDynamic interconnectionDiscourseAnalysis approachStrategiesSituationChildrenRuminants
2024
Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the Future
Wood M, Ha C, Brackett M, Cipriano C. Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the Future. Education Sciences 2024, 14: 1093. DOI: 10.3390/educsci14101093.Peer-Reviewed Original ResearchSchool personnelPrimary feelingSelf-reported affective experienceSociopolitical contextEmotion managementSource of joyOpen-ended questionsAfrican American participantsEducation systemRemote learningAffective experienceVirtual courseAmerican participantsScale itemsSchoolSources of stressStudentsEmotional supportEmotionsEthnic identityCOVID-19ParticipantsRacial groupsFeelingsJoy10.1 Universal School-Based Social and Emotional Learning: From Prevention to Intervention
Cipriano C. 10.1 Universal School-Based Social and Emotional Learning: From Prevention to Intervention. Journal Of The American Academy Of Child & Adolescent Psychiatry 2024, 63: s14. DOI: 10.1016/j.jaac.2024.07.091.Peer-Reviewed Original ResearchA systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students
Cipriano C, Ha C, Wood M, Sehgal K, Ahmad E, McCarthy M. A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social And Emotional Learning Research Practice And Policy 2024, 3: 100029. DOI: 10.1016/j.sel.2024.100029.Peer-Reviewed Original ResearchSchool-based SEL programsSEL programsPerceptions of school climateGrades K-12Universal school-basedSEL implementationMarginalized studentsSchool climateSecondary schoolsAcademic achievementK-12School-basedSchool functioningEmotional skillsStudentsLearning studiesSELDisability identityUnited StatesSchoolProgram featuresMinority genderProgram implementorsProgramEthnic identityConsidering the “How” of SEL: A framework for the pedagogies of social and emotional learning
Zieher A, Bailey C, Cipriano C, McNaboe T, Smith K, Strambler M. Considering the “How” of SEL: A framework for the pedagogies of social and emotional learning. Social And Emotional Learning Research Practice And Policy 2024, 3: 100030. DOI: 10.1016/j.sel.2024.100030.Peer-Reviewed Original ResearchMeasuring Gender in Elementary School-Aged Children in the United States: Promising Practices and Barriers to Moving Beyond the Binary
De France K, Lucas M, van Anders S, Cipriano C. Measuring Gender in Elementary School-Aged Children in the United States: Promising Practices and Barriers to Moving Beyond the Binary. American Psychologist 2024 PMID: 38512163, DOI: 10.1037/amp0001306.Peer-Reviewed Original ResearchDiverse gender identitiesElementary schoolGender identityElementary school yearsVoices of individualsStudent voiceSystems of oppressionEducational researchElementary yearsSchool yearState-level policiesInclusive sciencePromising practicesAssess gender identitySchool-aged ChildrenStudentsState-level barriersResearch AssociationAssessment of genderGender binarySchoolUnited StatesGender spectrumMeasuring genderGender disparitiesMeasuring Gender in Elementary School-Aged Children in the United States: Promising Practices and Barriers to Moving Beyond the Binary
De France, K., Lucas, M., van Anders, S. M., & Cipriano, C. (2024). Measuring gender in elementary school-aged children in the United States: Promising practices and barriers to moving beyond the binary.American Psychologist. Advance online publication. https://doi.org/10.1037/amp0001306Peer-Reviewed Original Research
2023
Towards an inclusive social and emotional learning
Cipriano C, McCarthy M. Towards an inclusive social and emotional learning. Social And Emotional Learning Research Practice And Policy 2023, 2: 100008. DOI: 10.1016/j.sel.2023.100008.Peer-Reviewed Original ResearchSEL interventionsSchool-based SEL interventionsExperiences of studentsEmotional learning interventionSEL programmingMinoritized studentsSEL programsLearning interventionEmotional learningStudentsCritical inquiryProgram designProgram effectivenessSELKey findingsImproved researchLearningInquiryResearchRecent systematic reviewNext discussYouthSettingExperienceProgramTowards an inclusive social and emotional learning
Christina Cipriano, Michael F. McCarthy, Towards an inclusive social and emotional learning, Social and Emotional Learning: Research, Practice, and Policy, Volume 2, 2023, 100008, ISSN 2773-2339, https://doi.org/10.1016/j.sel.2023.100008.Peer-Reviewed Original Research
2022
Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic
Naples L, Cipriano C, Eveleigh A, Stoffers M, Barnes T. Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic. Psychology In The Schools 2022, 60: 1415-1441. PMID: 36718135, PMCID: PMC9878206, DOI: 10.1002/pits.22842.Peer-Reviewed Original ResearchCOVID-19 pandemicNational Education AssociationSupportive school environmentSupport professionalsQualitative survey questionsMethods research designSocial-emotional healthClosed-ended questionsSchool environmentEducation AssociationEmotional learningQuantitative portionAffective experienceUnprecedented timesConvergent parallelResearch designSchoolsSurvey questionsDaily workProfessionalsSE HealthPandemicEducationLearningQuestionsA Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators
Ng Z, Willner C, Mannweiler M, Hoffmann J, Bailey C, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review 2022, 34: 2825-2865. DOI: 10.1007/s10648-022-09691-4.Peer-Reviewed Original ResearchEmotional learning programSchool-based researchEmotion regulation assessmentsEducational researchLearning programUS schoolsPsychometric evidenceAssessment useEducational purposesAssessment developmentExplicit focusSchoolsEquitable reachEducatorsRegulation assessmentQualitative analysisEmotion regulationDisadvantaged groupsLearning databaseGrade 1Methodological rigorDivergent conceptualizationsRigorOperational definitionResearchersThe Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations
Willner CJ, Hoffmann JD, Bailey CS, Harrison AP, Garcia B, Ng ZJ, Cipriano C, Brackett MA. The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations. Frontiers In Psychology 2022, 13: 875964. PMID: 35814075, PMCID: PMC9258621, DOI: 10.3389/fpsyg.2022.875964.Peer-Reviewed Original ResearchCognitive reappraisalEmotion regulation strategiesDevelopmental changesEarly childhoodSample age rangeRegulation strategiesNormative sampleConsiderable developmental changesMethodological recommendationsAdolescenceReappraisalFuture researchQuantitative reviewMethodological differencesChildrenChildhoodQualitative reviewEmpirical papersFuture directionsAge rangeEvidence baseEmotionsAttentionAdolescentsYouthThe Association Between Sociability and COVID-19 Pandemic Stress
Luo P, LaPalme ML, Cipriano C, Brackett MA. The Association Between Sociability and COVID-19 Pandemic Stress. Frontiers In Psychology 2022, 13: 828076. PMID: 35282265, PMCID: PMC8905492, DOI: 10.3389/fpsyg.2022.828076.Peer-Reviewed Original ResearchBuilding useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough
Hoffmann J, Baumsteiger R, Seibyl J, Hills E, Bradley C, Cipriano C, Brackett M. Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough. Assessment In Education Principles Policy And Practice 2022, 29: 95-120. DOI: 10.1080/0969594x.2022.2056576.Peer-Reviewed Original ResearchEducational assessment toolStudent voiceAssessment toolSchool practicesEducator feedbackSchool climateSchool experiencesEducational assessmentActionable feedbackStudentsWeb-based appWeb-based applicationItem revisionClimate assessment toolFactor structureFeedbackFuture researchVoiceSchoolsSystemic differencesNext generationItem generationEngagementWalkthroughIterative process
2021
How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic?
Eveleigh A, Cook A, Naples L, Cipriano C. How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic? Children & Schools 2021, 44: 27-38. DOI: 10.1093/cs/cdab030.Peer-Reviewed Original ResearchSocial-emotional learningEducators of studentsDistance learningConvergent parallel mixed-methods research designParallel mixed-methods research designCOVID-19 pandemicMixed method research designVirtual learning environmentLearning environmentEducatorsRange of emotionsStrategy useStudentsLearningFocus groupsResearch designPositive emotionsExperienceNegative emotionsColleaguesAffective experienceSLDPandemicEmotionsQuantitative responseEducators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic
Zieher AK, Cipriano C, Meyer JL, Strambler MJ. Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic. School Psychology 2021, 36: 388-397. PMID: 34591589, DOI: 10.1037/spq0000461.Peer-Reviewed Original ResearchConceptsSEL implementationDistrict supportCOVID-19 pandemicDistance learningEmotional learning skillsUse of SocialStructural equation modelEducators' useLearning skillsAcademic successSchool yearEducator burnoutEmotional learningSudden moveEducatorsEmotional instructionsLearningStudentsSELUnprecedented disruptionSchoolsEmotional strategiesSE strategiesSkillsHuman developmentCultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom
Barnes T, Cipriano C, Xia Y. Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom. Beyond Behavior 2021, 30: 107-115. DOI: 10.1177/10742956211021858.Peer-Reviewed Original ResearchThe observation of special education classrooms by school personnel
Cipriano C, Barnes T. The observation of special education classrooms by school personnel. Learning Environments Research 2021, 25: 235-253. DOI: 10.1007/s10984-021-09359-w.Peer-Reviewed Original ResearchClassroom observationsSchool personnelEvaluation of teachersStudent learning outcomesSpecial education classroomsEducation classroomsTeaching practicesMET projectLearning environmentLearning outcomesService studentsClassroomAccountability practicesReliability of observationsTeachersScorer reliabilityPracticePrior researchStudentsPersonnelLessonsDisabilityProjectResearchersResearch