Christina Cipriano, PhD, MEd
Cards
Additional Titles
Director, The Education Collaboratory at Yale
Contact Info
Appointments
Additional Titles
Director, The Education Collaboratory at Yale
Contact Info
Appointments
Additional Titles
Director, The Education Collaboratory at Yale
Contact Info
About
Titles
Associate Professor in the Child Study Center
Director, The Education Collaboratory at Yale
Biography
Christina Cipriano, Ph.D., is an Associate Professor of Applied Developmental and Educational Psychology at the Yale Child Study in the Yale School of Medicine and Director of the Education Collaboratory at Yale University.
An award-winning scholar and internationally regarded expert in the science of learning, development and open science practices, Chris is the PI and Director of numerous major federal and foundation grants supporting the centering of student intersectional identities in research and practice, the development and validation of novel school-based assessments and methodologies, and foundational evidence syntheses.
Dr. Cipriano received her Ph.D. from Boston College Lynch School of Education, her Certificate in Human Rights and International Justice from Boston College Law School, her Ed.M. from the Harvard Graduate School of Education and undergraduate degree from Hofstra University. Honors College. Chris is a Yale Public Voices Fellow, Jack Kent Cooke Scholar, and serves on numerous national advisory boards, workgroups, and committees, including the National Center for Learning Disabilities, Understood, Teachstone, and the Frameworks Institute, among others. Dr. Cipriano has published over 100 papers, commentaries, and reports, spanning top tier journals such as Child Development and the Review of Educational Research, and media outlets including The Washington Post, The New York Times, PBS, and Education Week.
Dr. Cipriano’s rigorous and practical cross-sector communication of science is evidenced by her work being cited in multiple bipartisan pieces of legislation supporting investments in US students and educators, countless interviews, podcasts, talks, articles, and mentions in educational media over the past decade, and the honors including the Joseph A. Zins Award for Career Contributions to Action Research (2022), National Voice of Chang in Public Education Award from the Chan Zuckerberg Initiative (2023), Research-to-Policy Collaboration Scholar Award from the Edna Bennett Pierce Prevention Research Center (2024), and the Distinguished Contributions to Human Development Research from the American Educational Research Association (2025).
Dr. Cipriano embodies how to live your love forward and advance equity by bringing her positionality as a first-generation high school graduate and mother of four children to her science and work. Chris speaks candidly about her experiences navigating systems of discrimination and oppression in education, healthcare, and industry, and privileges her positionality as a catalyst to inspire change.
“Let’s take the moon and make it shine for everyone”.
Learn more at drchriscip.com
Appointments
Child Study Center
Associate Professor on TermPrimary
Other Departments & Organizations
Education & Training
- Postdoctoral Associate
- Yale University (2015)
- PhD
- Boston College, Applied Developmental and Educational Psychology (2011)
- MEd
- Harvard Graduate School of Education, Education Policy (2006)
- BA
- Hofstra University Honors College, Political Science, Education (2005)
Research
Overview
Medical Research Interests
ORCID
0000-0002-7414-1821- View Lab Website
The Education Collaboratory at Yale
Research at a Glance
Yale Co-Authors
Publications Timeline
Research Interests
Marc A. Brackett
Craig S. Bailey, PhD
Zi Jia Ng, PhD
Almut Zieher, PhD
Jessica D Hoffmann, PhD
Michael Strambler, PhD
Emotions
Publications
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 ResearchConceptsEmotional 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 ResearchMeSH Keywords and ConceptsConceptsSEL interventionsSchool-based SEL interventionsEmotional learning interventionSEL researchSchool climateStudent experienceSEL contentAcademic achievementLearning interventionEmotional learningImplementation qualitySchool functioningStudentsPeer relationshipsIntervention featuresState of evidenceKindergartenLearningSkillsAchievementAttitudesExperienceGradePracticeIntervention
2025
Illustrating 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 ResearchConceptsSEL 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 ResearchConceptsEmotion 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 ResearchConceptsEmotion 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 ResearchConceptsDiverse 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 ResearchConceptsSchool 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 ResearchConceptsSchool-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 Research
News
News
- March 26, 2025
The Education Collaboratory at the 2025 AERA/NCME Conference in Denver, Colorado
- March 07, 2025Source: Harmony Academy
Celebrating Inspiring Women Leaders: Meet Christina Cipriano, Ph.D.
- February 27, 2025Source: Chalkbeat
With an ally in the White House, Moms for Liberty renews its fight against a longtime target
- January 21, 2025Source: The74
Not All School Buses Are Yellow. But Drivers Must Still Stop for All of Them