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
Showing 1 - 64 results of 64 publications
2025
- How can educators help students navigate emotion-laden information on digital media?Ng, Z. J. & Mack, V. (2025, February 5). How can educators help students navigate emotion-laden information on digital media? eSchool Media. https://www.eschoolnews.com/sel/2025/02/05/educators-students-emotion-laden-information-digital-media/
- Understanding students' emotion regulation strategy selection using network analysis approachHa 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.
- Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnoutHa, C., Pressley, T., & Marshall, D. T. (2025). Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout. PloS one, 20(1), e0317471.
- Insights from culturally relevant reading education for underrepresented students: Building social and emotional learning environments and enhancing reading outcomesHa, C., Craig, M., & Roehrig, A. D. (2025). Insights from culturally relevant reading education for underrepresented students: Building social and emotional learning environments and enhancing reading outcomes. The Urban Review. https://doi.org/10.1007/s11256-024-00720-w
- Illustrating the Need for Centering Student Identity in Universal School-Based Social and Emotional LearningCipriano, C., Ahmad, E., McCarthy, M. F., Cheyeon, H., & Ross, A. (2025). Illustrating the Need for Centering Student Identity in Universal School-Based Social and Emotional Learning. Social and Emotional Learning: Research, Practice, and Policy, 100088. https://doi.org/10.1016/j.sel.2025.100088
2024
- Early adolescents’ motivational regulation and academic achievement: using multi-level modeling analysis based on self-determination theoryHa, C., Zhang, Q., & Roehrig, A. D. (2025). Early adolescents’ motivational regulation and academic achievement: using multi-level modeling analysis based on self-determination theory. Social Psychology of Education, 28(1), 10. https://doi.org/10.1007/s11218-024-10013-5
- Distraction has a bad reputation. It can actually do students good. Ahmad, E., & Ng, Z. J. (2024, October 23) Distraction has a bad reputation. It can actually do students good. Education Week. https://www.edweek.org/teaching-learning/opinion-distraction-has-a-bad-reputation-it-can-actually-do-students-good/2024/10
- Understanding students' emotion regulation strategy selection using network analysis approachHa., C., Ng, Z. J., Cipriano, C. (2025). Understanding dynamics of students' emotion regulation strategy selection: Using a network analysis approach. Personality and Individual Differences, 233. https://doi.org/10.1016/j.paid.2024.112913
- Understanding dynamics of students emotion regulation strategy selection: Using a network analysis approachHa, C., Ng, Z.J., Cipriano, C. (In press, 2024). Understanding dynamics of students emotion regulation strategy selection: Using a network analysis approach. Personality and Individual Differences.
- Affective experiences of US school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the futureWood, M., Ha, C., Brackett, M., & Cipriano, C. (2024). Affective experiences of US school personnel in the sociopolitical context of 2021: Reflecting on the past to shape the future. Education Sciences. 14(10), 1093. https://doi.org/10.3390/educsci14101093
- Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the FutureWood 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.
- 10.1 Universal School-Based Social and Emotional Learning: From Prevention to InterventionCipriano 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.
- Helping students manage conflict: Answering questions designed to regulate emotions may make it easier for students to find solutions to common disagreements. Ng, Z. J. (2024, June 25). Helping students manage conflict: Answering questions designed to regulate emotions may make it easier for students to find solutions to common disagreements. Edutopia. https://www.edutopia.org/article/helping-students-manage-conflict
- How to improve the emotional well-being of Black students? By reframing how they react in difficult situations, educators can help ensure Black students feel and do better in school. Ng, Z. J. (2024, June 13). How to improve the emotional well-being of Black students? By reframing how they react in difficult situations, educators can help ensure Black students feel and do better in school. K-12 Dive. https://www.k12dive.com/news/improve-emotional-well-being-black-students/718813/
- A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized studentsCipriano 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.
- Considering the “How” of SEL: A framework for the pedagogies of social and emotional learningZieher 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.
- Poverty and adolescent developmentJones, 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.
- Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity.Ng Z, Lin S, Niu L, Cipriano C. Measurement Invariance of the Children's Social Desirability Scale-Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity. Assessment 2024, 10731911241245789. PMID: 38606877, DOI: 10.1177/10731911241245789.
- Measuring Gender in Elementary School-Aged Children in the United States: Promising Practices and Barriers to Moving Beyond the BinaryDe 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/amp0001306
- Measuring Gender in Elementary School-Aged Children in the United States: Promising Practices and Barriers to Moving Beyond the BinaryDe 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.
- How We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SELZieher A. How We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SEL. 2024 DOI: 10.3102/2108345.
- Does emotion regulation moderate the relationship between self-esteem and social desirability?Lee C, Ng Z. Does emotion regulation moderate the relationship between self-esteem and social desirability? Journal Of Emerging Investigators 2024 DOI: 10.59720/23-338.
2023
- Towards an inclusive social and emotional learningCipriano 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.
- The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventionsCipriano 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.
- The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children's Defense Fund Freedom Schools® ProgramsRawls, E., Roehrig, A. D., Turner, J. E., Mesa, M. P., McClarey, M., Lewis, C., Ha, C., Auman, P., & Jones, T. B. (2023). The Freedom School Way: A Model for Intergenerational Research Training Partnerships Among Universities and Children’s Defense Fund Freedom Schools® Programs. Urban Education.
- How parental factors influence children’s literacy development: Inequity in educationHa, C. (2023). How parental factors influence children’s literacy development: Inequity in education. Education 3-13, 51(3), 493-508.
2022
- Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemicNaples 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.
- 1.124 Harnessing Electronic Health Record Data to Examine the Association Between Adverse Childhood Experiences, Medical Morbidity, and Healthcare UtilizationMacLeod 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.
- Promoting Well-Being and Responsiveness in Pre-Service Teachers Using Dialectical Behavior Therapy Skills: A Mixed-Methods StudyZieher 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.
- Imposter Syndrome Among Pre-service Educators and the Importance of Emotion RegulationLaPalme M, Luo P, Cipriano C, Brackett M. Imposter Syndrome Among Pre-service Educators and the Importance of Emotion Regulation. Frontiers In Psychology 2022, 13: 838575. PMID: 35846602, PMCID: PMC9280479, DOI: 10.3389/fpsyg.2022.838575.
- A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and EducatorsNg 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.
- The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological RecommendationsWillner 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.
- A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School StudentsCipriano 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.
- Capturing the social-emotional classroom: Using classroom level measures to improve teaching and learningBarnes, 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.
- School Counselor Consultation Effects on Teachers’ Mindfulness, Stress, and RelationshipsMolina 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.
- The Association Between Sociability and COVID-19 Pandemic StressLuo 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.
- Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adultsJiang X, Moreno J, Ng Z. Examining the interplay of emotion regulation strategies, social stress, and gender in predicting life satisfaction of emerging adults. Personality And Individual Differences 2022, 185: 111255. DOI: 10.1016/j.paid.2021.111255.
- Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthroughHoffmann 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.
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.
- Educators’ Implementation and Use of Social and Emotional Learning Early in the COVID-19 PandemicZieher 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.
- Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained ClassroomBarnes 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.
- The observation of special education classrooms by school personnelCipriano 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.
2020
- Emotional Intelligence Comes of Age.Brackett M, Cipriano C. Emotional Intelligence Comes of Age. Cerebrum : The Dana Forum On Brain Science 2020, 2020 PMID: 32802268, PMCID: PMC7409775.
- Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in AssessmentsKim E, Furlong M, Ng Z, Huebner E. Child Well-Being and Children’s Rights: Balancing Positive and Negative Indicators in Assessments. 2020, 157-173. DOI: 10.1007/978-3-030-37119-7_11.
2019
- Factors associated with staff perceptions towards inclusive education in SingaporePoon K, Ng Z, Wong M, Kaur S. Factors associated with staff perceptions towards inclusive education in Singapore. 2019, 83-96. DOI: 10.4324/9781351173285-6.
- Language skills, behaviour problems, and classroom emotional support among preschool children from low-income familiesQi C, Zieher A, Van Horn ML, Bulotsky-Shearer R, Carta J. Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families. Early Child Development And Care 2019, 190: 2278-2290. PMID: 33716381, PMCID: PMC7954186, DOI: 10.1080/03004430.2019.1570504.
- Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM)Lemberger-Truelove M, Carbonneau K, Zieher A, Atencio D. Support for the Development and Use of the Child Observation of Mindfulness Measure (C-OMM). Mindfulness 2019, 10: 1406-1416. DOI: 10.1007/s12671-019-1094-5.
- Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic FailureCipriano C, Barnes T, Rivers S, Brackett M. Exploring Changes in Student Engagement through the RULER Approach: An Examination of Students at Risk of Academic Failure. Journal Of Education For Students Placed At Risk (JESPAR) 2019, 24: 1-19. DOI: 10.1080/10824669.2018.1524767.
2018
- A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescenceCipriano C, Barnes T, Pieloch K, Rivers S, Brackett M. A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence. Learning Environments Research 2018, 22: 209-228. DOI: 10.1007/s10984-018-9274-0.
- The role of embodied cognition for transforming learningFugate J, Macrine S, Cipriano C. The role of embodied cognition for transforming learning. International Journal Of School & Educational Psychology 2018, 7: 274-288. DOI: 10.1080/21683603.2018.1443856.
- Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescentsNg Z, Huebner E, Hills K, Valois R. Mediating effects of emotion regulation strategies in the relations between stressful life events and life satisfaction in a longitudinal sample of early adolescents. Journal Of School Psychology 2018, 70: 16-26. PMID: 30340700, DOI: 10.1016/j.jsp.2018.06.001.
- Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based InterventionLemberger‐Truelove M, Carbonneau K, Atencio D, Zieher A, Palacios A. Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention. Journal Of Counseling & Development 2018, 96: 289-302. DOI: 10.1002/jcad.12203.
- Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education ClassroomsBarnes T, Cipriano C, Flynn L, Rivers S, Xu W. Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms. The Journal Of Experimental Education 2018, 87: 415-429. DOI: 10.1080/00220973.2018.1465383.
- Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disordersCipriano C, Barnes T, Bertoli M, Rivers S. Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders. Emotional And Behavioural Difficulties 2018, 23: 343-360. DOI: 10.1080/13632752.2018.1461454.
- Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school settingBarnes T, Cipriano C, McCallops K, Cuccuini-Harmon C, Rivers S. Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting. Emotional And Behavioural Difficulties 2018, 23: 284-295. DOI: 10.1080/13632752.2018.1461452.
- Validating the Emotion-Focused Interactions Scale for teacher–student interactionsCipriano C, Barnes T, Kolev L, Rivers S, Brackett M. Validating the Emotion-Focused Interactions Scale for teacher–student interactions. Learning Environments Research 2018, 22: 1-12. DOI: 10.1007/s10984-018-9264-2.
2017
- Evaluating Behavioral Health Interventions for Military-Connected Youth: A Systematic ReviewMoore K, Fairchild A, Wooten N, Ng Z. Evaluating Behavioral Health Interventions for Military-Connected Youth: A Systematic Review. Military Medicine 2017, 182: e1836-e1845. PMID: 29087850, PMCID: PMC5728367, DOI: 10.7205/milmed-d-17-00060.
- Confirmatory Factor Analytic Structure and Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in a Longitudinal Sample of AdolescentsNg Z, Huebner E, Maydeu-Olivares A, Hills K. Confirmatory Factor Analytic Structure and Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents in a Longitudinal Sample of Adolescents. Journal Of Psychoeducational Assessment 2017, 37: 139-153. DOI: 10.1177/0734282917732891.
- Confirmatory Factor Analytic Structure and Measurement Invariance of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) in a Longitudinal Sample of AdolescentsNg Z, Huebner E, Maydeu-Olivares A, Hills K. Confirmatory Factor Analytic Structure and Measurement Invariance of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) in a Longitudinal Sample of Adolescents. Child Indicators Research 2017, 11: 1237-1247. DOI: 10.1007/s12187-017-9468-5.
2016
- Teaching in a public Montessori school: contexts, quandaries, and thinking schemesZieher A, Armstrong J. Teaching in a public Montessori school: contexts, quandaries, and thinking schemes. Person-Centered & Experiential Psychotherapies 2016, 15: 37-54. DOI: 10.1080/14779757.2016.1139500.
2015
- Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal AssociationNg Z, Huebner S, Hills K. Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association. Journal Of School Psychology 2015, 53: 479-491. PMID: 26563600, DOI: 10.1016/j.jsp.2015.09.004.
2014
- Factors associated with staff perceptions towards inclusive education in SingaporePoon K, Ng Z, Wong M, Kaur S. Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal Of Education 2014, 36: 84-97. DOI: 10.1080/02188791.2014.922047.
- Parental perspectives and challenges in inclusive education in SingaporeWong M, Poon K, Kaur S, Ng Z. Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal Of Education 2014, 35: 85-97. DOI: 10.1080/02188791.2013.878309.
2012
- What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disordersPoon K, Soon S, Wong M, Kaur S, Khaw J, Ng Z, Tan C. What is school like? Perspectives of Singaporean youth with high-functioning autism spectrum disorders. International Journal Of Inclusive Education 2012, 18: 1069-1081. DOI: 10.1080/13603116.2012.693401.