Students with Learning Differences
We intentionally center students with learning differences, their educators, and families, in their experiences with and opportunities to benefit from social and emotional learning science in practice.
Our Research
Students with Learning Differences
Advancing Evidence Synthesis
We are advancing the science of educational evidence synthesis.
Evolving Assessment Methodologies
We are invested in co-constructing and supporting the development and validation of novel, unbiased school-based measures and implementation science that support school communities to understand discrete and global indicators of student, classroom, educator, and school social and emotional learning.
Current Collaboration Opportunities
Learn about ways to collaborate with our lab.
Recent Publications
2025
Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study
Ha C, Cipriano C. Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study. Journal Of Applied Developmental Psychology 2025, 99: 101831. DOI: 10.1016/j.appdev.2025.101831.Peer-Reviewed Original ResearchAcademic achievementStudent academic successThree-year longitudinal studyEarly adolescencePsychological factorsRandom intercept cross-lagged panel modelLearners' psychological factors,Cross-lagged panel modelLongitudinal studyEducation studiesAcademic outcomesAcademic successAcademic developmentRI-CLPMDevelopmental perspectivePsychological variablesDevelopmental supportStudentsAchievementAnalyzed longitudinal dataPanel modelAdolescentsLongitudinal dataSecondary analysisNational dataIllustrating the need for centering student identity in universal school-based social and emotional learning
Cipriano C, Ahmad E, McCarthy M, Ha C, Ross A. Illustrating the need for centering student identity in universal school-based social and emotional learning. Social And Emotional Learning Research Practice And Policy 2025, 5: 100088. DOI: 10.1016/j.sel.2025.100088.Peer-Reviewed Original ResearchSEL programsExperiences of studentsStudent identityUniversal school-basedLearning materialsEmotional learningSchool-basedSchool-based SEL programsEmotional learning programsUniversal SEL programProgramming learning materialsPedagogical practicesWhole schoolSecondary schoolsLearning communityLearning programStudentsSchoolLearningSELResearch practicesDifferential needsIncreasing diversityYears of field workPracticeDevelopment of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12
Ng Z, Willner C, Hoffmann J, Bailey C, Mack V, Brackett M, Cipriano C. Development of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12. Social And Emotional Learning Research Practice And Policy 2025, 5: 100104. DOI: 10.1016/j.sel.2025.100104.Peer-Reviewed Original ResearchEmotion regulation assessmentsSEL assessmentsMeasure students’ useGrade 1Regulation assessmentsSEL programsStudents’ patternsMeasure studentsStudents' useSchool-relatedGrades 6Strategy useEmotion regulation strategy useSocial situationsStudentsSchoolRegulation strategy useEmotion regulation strategiesAssess developmentVignette-based assessmentEducationSELFactor structureGradeRegulation strategiesUnderstanding 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 approachStrategiesSituationChildrenRuminantsMeasuring 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 2025, 80: 61-78. 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 disparities
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 ResearchPoverty and adolescent development
Jones, S. M., Barnes, S. P., Eidelman, H., & Yudron, M. (2024). Poverty and adolescent development. In B. B. Brown, & M. J. Prinstein (Eds.), Encyclopedia of adolescence, volume 2: Interpersonal and sociocultural factors. Elsevier, Academic Press.ChaptersA 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. 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 ResearchHow We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SEL
Zieher A. How We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SEL. 2024 DOI: 10.3102/2108345.Peer-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 discussYouthSettingExperienceProgramThe 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
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 HealthPandemicEducationLearningQuestions1.124 Harnessing Electronic Health Record Data to Examine the Association Between Adverse Childhood Experiences, Medical Morbidity, and Healthcare Utilization
MacLeod J, Hoffman P, Ng Z, Powers E, Farren A, Stover C, Asnes A. 1.124 Harnessing Electronic Health Record Data to Examine the Association Between Adverse Childhood Experiences, Medical Morbidity, and Healthcare Utilization. Journal Of The American Academy Of Child & Adolescent Psychiatry 2022, 61: s181. DOI: 10.1016/j.jaac.2022.09.140.Peer-Reviewed Original ResearchPromoting Well-Being and Responsiveness in Pre-Service Teachers Using Dialectical Behavior Therapy Skills: A Mixed-Methods Study
Zieher A, Armstrong J. Promoting Well-Being and Responsiveness in Pre-Service Teachers Using Dialectical Behavior Therapy Skills: A Mixed-Methods Study. Journal Of Prevention And Health Promotion 2022, 3: 508-538. DOI: 10.1177/26320770221097973.Peer-Reviewed Original ResearchPre-service teachersEffective teachingTherapy skillsMixed-methods studyResearcher journalTeacher burnoutTeachersMore frequent sessionsSkillsMixed methodsTeachingDialectical Behavior Therapy SkillsBehavior therapy skillsMindfulness trainingTraining sessionsStudy pointPositive affectSessionsDaily survey dataDaily lifeFrequent sessionsStudentsSurvey dataMindfulnessWeekly sessionsA 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 baseEmotionsAttentionAdolescentsYouthA 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 findingsResearchAuthorsCapturing the social-emotional classroom: Using classroom level measures to improve teaching and learning
Barnes, S. P., Abenavoli, R. M., & Jones, S. M. (2022). Capturing the social-emotional classroom: Using classroom level measures to improve teaching and learning. In S. M. Jones, N. Lesaux, & S. P. Barnes (Eds.), Measuring noncognitive skills in school settings: Assessments of executive function and social-emotional competencies. Guilford Press.ChaptersSchool Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships
Molina C, Lemberger-Truelove M, Zieher A. School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and Relationships. Professional School Counseling 2022, 26: 2156759x221086749. DOI: 10.1177/2156759x221086749.Peer-Reviewed Original ResearchStudent-teacher relationshipsDemands of teachingSecondary educatorsSEL skillsSchool counselorsSchool districtsTeachersMindfulness strategiesIndirect servicesConsultation interventionDirect servicesStudentsHierarchical linear regressionMindfulnessTeachingEducatorsSkillsDiverse sampleSELCounselorsParticipantsConsultationAwarenessDistrictDispositionThe 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 response