2024
Author Correction: Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach
Ouellette R, Strambler M, Genovese M, Selino S, Joyner L, Sevin S, Granzow E, Connors E. Author Correction: Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach. School Mental Health 2024, 1-1. DOI: 10.1007/s12310-024-09662-w.Peer-Reviewed Original ResearchIn-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes
Ross S, Jiang S, Young M, Meyer J, Strambler M. In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes. Proceedings Of The National Academy Of Sciences Of The United States Of America 2024, 121: e2407322121. PMID: 39110729, PMCID: PMC11331081, DOI: 10.1073/pnas.2407322121.Peer-Reviewed Original ResearchConceptsStudent take-upIn-person learningLearning opportunitiesHybrid learningResponse to schoolSchool-level effectsStudent enrollment decisionsEffects of schoolingTake-upIn-personDisadvantaged studentsStudent outcomesSchool yearLearning lossHybrid instructionRemote educationRemote studentsEnrollment decisionsActual enrollmentSchoolStudentsLearningTeachersEnrollmentOpportunitiesConsidering 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 ResearchSelecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach
Ouellette R, Strambler M, Genovese M, Selino S, Joyner L, Sevin S, Granzow E, Connors E. Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach. School Mental Health 2024, 1-16. DOI: 10.1007/s12310-024-09639-9.Peer-Reviewed Original ResearchCommunity-university partnershipSocial-emotional learning programsTitle I elementary schoolsEmotional developmentYouth mental health crisisTitle I schoolsLow-resource schoolsSchool mental health professionalsNational public health responseLocal elementary schoolMental health crisisMental health professionalsPublic health responseSchool leadershipClassroom strategiesSchool districtsI schoolsAcademic successElementary schoolSchool needsStudent socializationImplementation championsLearning programHealth professionalsUniversity partners
2023
Needs of youth enrolled in a statewide system of care: A latent class analysis
Stenersen M, Schreier A, Strambler M, Marshall T, Bracey J, Kaufman J. Needs of youth enrolled in a statewide system of care: A latent class analysis. Children And Youth Services Review 2023, 154: 107126. PMID: 37744024, PMCID: PMC10512660, DOI: 10.1016/j.childyouth.2023.107126.Peer-Reviewed Original ResearchSystems of careWraparound care coordinationCare coordinationLatent class analysisCare coordination servicesPerceptions of careMental health needsCaregiver-reported dataMental health outcomesClass analysisBaseline characteristicsTargeted careTreatment experiencePresenting needsSix monthsTreatment servicesHealth outcomesHealth needsWraparound careOutcome categoriesCareBehavioral disordersWraparound servicesComplex needsBroader populationMeasuring social and emotional learning implementation in a research-practice partnership
Grant N, Meyer J, Strambler M. Measuring social and emotional learning implementation in a research-practice partnership. Frontiers In Psychology 2023, 14: 1052877. PMID: 37564314, PMCID: PMC10410557, DOI: 10.3389/fpsyg.2023.1052877.Peer-Reviewed Original ResearchThe 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 evidenceKindergartenLearningSkillsAchievementAttitudesExperienceGradePracticeInterventionNeeds of caregivers of youth enrolled in a statewide system of care: A latent class analysis
Schreier A, Stenersen M, Strambler M, Marshall T, Bracey J, Kaufman J. Needs of caregivers of youth enrolled in a statewide system of care: A latent class analysis. Children And Youth Services Review 2023, 147: 106838. PMID: 37719138, PMCID: PMC10501261, DOI: 10.1016/j.childyouth.2023.106838.Peer-Reviewed Original ResearchCare coordinationCaregiver needsLatent class analysisSix-month followNeeds of caregiversWraparound care coordinationMental health outcomesCare coordinatorsSix monthsHealth outcomesHealth needsClass analysisCaregiver ratingsTrauma needsLatent classesCaregiversFamily needsMethods ParticipantsBehavioral problemsOutcomesFollowTeam meetingsService needsPresentationCareNeeds of Caregivers of Youth Enrolled in a Statewide System of Care: A Latent Class Analysis
Schreier, A., Stenersen, M. R., Strambler, M. J., Marshall, T., Bracey, J., & Kaufman, J. S. (2023). Needs of Caregivers of Youth Enrolled in a Statewide System of Care: A Latent Class Analysis. Children and Youth Services Review.Peer-Reviewed Original Research
2022
Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships
Meyer J, Waterman C, Coleman G, Strambler M. Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice Partnerships. Educational Policy 2022, 37: 122-146. DOI: 10.1177/08959048221131567.Peer-Reviewed Original Research“What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative
Champine RB, Hoffman EE, Matlin SL, Strambler MJ, Tebes JK. “What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community Initiative. Journal Of Child And Family Studies 2022, 31: 459-472. PMID: 35018088, PMCID: PMC8736308, DOI: 10.1007/s10826-021-02195-9.Peer-Reviewed Original ResearchTrauma-informed practiceTrauma-informed communityMixed-methods studyCommunity partnersTrauma-informed workFuture community-engaged researchChild traumaSense of hopeEmotional environmentTrauma-InformedSample t-testParticipants' beliefsCommunity connectionsParticipants' perceptionsFocus groupsTrauma trainingParticipant engagementEducationSocial developmentCommunity-based initiativesMethodological considerationsCommunity-engaged researchCeiling effectsPerceptionBeliefs
2021
Educators’ 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 developmentExperiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States
Connell CM, Strambler MJ. Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United States. Child Maltreatment 2021, 26: 255-266. PMID: 33787377, PMCID: PMC9218961, DOI: 10.1177/10775595211006465.Peer-Reviewed Original ResearchSeeking Questions from the Field: Connecticut Partnership for Early Education Research
Strambler M, Meyer J, Irwin C, Coleman G. Seeking Questions from the Field: Connecticut Partnership for Early Education Research. The Future Of Children 2021, 31: 21-38. DOI: 10.1353/foc.2021.0008.Peer-Reviewed Original Research
2019
A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed Community
Matlin SL, Champine RB, Strambler MJ, O'Brien C, Hoffman E, Whitson M, Kolka L, Tebes JK. A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed Community. American Journal Of Community Psychology 2019, 64: 451-466. PMID: 31486086, PMCID: PMC6917911, DOI: 10.1002/ajcp.12386.Peer-Reviewed Original ResearchConceptsTrauma-informed communityCommunity change processesAdverse childhood experiencesTrauma-informed practiceChildhood experiencesChange processCommunity sectorHealth services sectorInitial implementation phaseEducation sectorService sectorBroader communityLittle empirical evidencePopulation health perspectiveCommunity responsesCommunitySectorCentral featureEmpirical evidenceService systemOrganizational processesImplementation phaseUse of dataHealth perspectiveExperience
2018
Trauma-Informed Family Practices: Toward Integrated and Evidence-Based Approaches
Champine R, Matlin S, Strambler M, Tebes J. Trauma-Informed Family Practices: Toward Integrated and Evidence-Based Approaches. Journal Of Child And Family Studies 2018, 27: 2732-2743. DOI: 10.1007/s10826-018-1118-0.Peer-Reviewed Original Research
2017
Community psychology and educational disparities: The role of social settings and status.
Strambler M, Linke L, Ward N. Community psychology and educational disparities: The role of social settings and status. 2017, 409-423. DOI: 10.1037/14954-024.Peer-Reviewed Original ResearchCommunity psychologyEthnic achievement gapsAcademic performanceSocial settingsAchievement gapPoor educational outcomesSocial ecological theoryEducational disparitiesSocioemotional climateSocial statusSchool transitionEducational achievement gapCommunity psychologistsSocial influenceEthnic minoritiesPsychologyLatina groupsConcern differencesTransactional approachSocioeconomic statusSocietal disparitiesEducational outcomesTeacher expectationsSocial rankingSocial groups
2016
The assessment of early trauma exposure on social-emotional health of young children
Campbell C, Roberts Y, Synder F, Papp J, Strambler M, Crusto C. The assessment of early trauma exposure on social-emotional health of young children. Children And Youth Services Review 2016, 71: 308-314. DOI: 10.1016/j.childyouth.2016.11.004.Peer-Reviewed Original ResearchSocial-emotional healthSocial-emotional profilesTraumatic eventsTrauma exposureHigh-risk groupLow-risk groupSocial-emotional problemsEarly trauma exposureSocial-emotional challengesLatent profile analysisSample of caregiversMental health outcomesEarly identificationCaregiver reportsGreater likelihoodModerate-risk groupYoung childrenHealthy developmentOlder childrenDevelopmental profileChildrenCaregiver educationHealth outcomesHighlight pathwaysProfile analysisReflections on a Community Psychology Setting and the Future of the Field
Kaufman JS, Connell CM, Crusto CA, Gordon DM, Sartor CE, Simon P, Strambler MJ, Sullivan TP, Ward NL, Weiss NH, Tebes JK. Reflections on a Community Psychology Setting and the Future of the Field. American Journal Of Community Psychology 2016, 58: 348-353. PMID: 27883198, PMCID: PMC5497455, DOI: 10.1002/ajcp.12108.Peer-Reviewed Original ResearchThe Achievement Gap Among Newcomer Immigrant Adolescents: Life Stressors Hinder Latina/o Academic Success
Patel S, Barrera A, Strambler M, Muñoz R, Macciomei E. The Achievement Gap Among Newcomer Immigrant Adolescents: Life Stressors Hinder Latina/o Academic Success. Journal Of Latinos And Education 2016, 15: 121-133. DOI: 10.1080/15348431.2015.1099529.Peer-Reviewed Original ResearchAchievement gapLatina/o studentsImmigrant adolescentsFull academic potentialPublic high schoolsAcademic successSchool outcomesO studentsAcademic outcomesAcademic potentialHigh schoolStudentsLow attendanceSchoolsAchievementAdolescentsMore life stressorsLatin AmericaIntervention effortsAttendanceGapSuccessExpertsOutcomesParticipants