Michael Strambler, PhD
Associate Professor of Psychiatry; Director, Child Wellbeing and Education Research
Research & Publications
Biography
News
Locations
Research Summary
One area of my research concerns understanding the role of social environments in the academic, psychological, social, and behavioral well-being of children and youth in urban contexts. My main focus in this area is on the ways in which home and school settings shape how youth perceive themselves academically and how self-perception affects academic performance and behavior.
Another primary area of my work focuses on the assessment of school-based programs and practices for the purpose of improving the academic performance and health of children. I am particularly interested in the design and implementation of rigorous and practical approaches to using data for informing practice and policy. Much of this work occurs in the contexts of research-practice partnerships.
Specialized Terms: Academic achievement and engagement; Social, emotional, and behavioral health; Child development; Self-concept; Program development and evaluation; Culture
Coauthors
Research Interests
Achievement; Behavioral Medicine; Child Psychiatry; Culture; Psychiatry; Urban Health
Selected Publications
- Needs of youth enrolled in a statewide system of care: A latent class analysisStenersen 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.
- Measuring social and emotional learning implementation in a research-practice partnershipGrant 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.
- 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.
- Needs of caregivers of youth enrolled in a statewide system of care: A latent class analysisSchreier 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.
- Needs of Caregivers of Youth Enrolled in a Statewide System of Care: A Latent Class AnalysisSchreier, 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.
- Whose Agenda is It? Navigating the Politics of Setting the Research Agenda in Education Research-Practice PartnershipsMeyer 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.
- “What Does it Mean to be Trauma-Informed?”: A Mixed-Methods Study of a Trauma-Informed Community InitiativeChampine 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.
- 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.
- Experiences With COVID-19 Stressors and Parents’ Use of Neglectful, Harsh, and Positive Parenting Practices in the Northeastern United StatesConnell 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.
- Seeking Questions from the Field: Connecticut Partnership for Early Education ResearchStrambler 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.
- A Community's Response to Adverse Childhood Experiences: Building a Resilient, Trauma‐Informed CommunityMatlin 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.
- Trauma-Informed Family Practices: Toward Integrated and Evidence-Based ApproachesChampine 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.
- 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.
- The assessment of early trauma exposure on social-emotional health of young childrenCampbell 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.
- Reflections on a Community Psychology Setting and the Future of the FieldKaufman 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.
- The Achievement Gap Among Newcomer Immigrant Adolescents: Life Stressors Hinder Latina/o Academic SuccessPatel 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.
- Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal.Patel, S. G., Tabb, K. M., Strambler, M. J., & Eltareb, F. (2015). Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Journal of Adolescent Research.
- Newcomer Immigrant Adolescents and Ambiguous DiscriminationPatel S, Tabb K, Strambler M, Eltareb F. Newcomer Immigrant Adolescents and Ambiguous Discrimination. Journal Of Adolescent Research 2014, 30: 7-30. DOI: 10.1177/0743558414546717.
- Promoting Student Engagement Through Evidence-Based Action Research With TeachersStrambler M, McKown C. Promoting Student Engagement Through Evidence-Based Action Research With Teachers. Journal Of Educational And Psychological Consultation 2013, 23: 87-114. DOI: 10.1080/10474412.2013.757153.
- Promoting student engagement through evidence-based action research with teachers.Strambler, M.J. and McKown, C.M. (2013). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation, 23(1), 1-28.
- Academic identification as a mediator of the relationship between parental socialization and academic achievement.Strambler, M.J., Linke, L.H., Ward, N.L. (2013). Academic identification as a mediator of the relationship between parental socialization and academic achievement. Contemporary Educational Psychology, 38, 99-106.
- Academic identification as a mediator of the relationship between parental socialization and academic achievementStrambler M, Linke L, Ward N. Academic identification as a mediator of the relationship between parental socialization and academic achievement. Contemporary Educational Psychology 2013, 38: 99-106. DOI: 10.1016/j.cedpsych.2012.11.001.
- Psychological disengagement in elementary school among ethnic minority studentsStrambler M, Weinstein R. Psychological disengagement in elementary school among ethnic minority students. Journal Of Applied Developmental Psychology 2010, 31: 155-165. DOI: 10.1016/j.appdev.2009.11.006.
- Psychological disengagement among ethnic minority children in elementary school.Strambler, M. J. and R. S. Weinstein (2010). Psychological disengagement among ethnic minority children in elementary school. Journal of Applied Developmental Psychology 31: 155-165. doi: http://dx.doi.org/10.1016/j.appdev.2009.11.006
- Developmental Antecedents and Social and Academic Consequences of Stereotype‐Consciousness in Middle ChildhoodMcKown C, Strambler MJ. Developmental Antecedents and Social and Academic Consequences of Stereotype‐Consciousness in Middle Childhood. Child Development 2009, 80: 1643-1659. PMID: 19930343, DOI: 10.1111/j.1467-8624.2009.01359.x.
- Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child.McKown, C. and M. J. Strambler (2008). Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child. S. M. Quintana and C. McKown. Hoboken, NJ, Wiley.
- Social Influences on the Ethnic Achievement GapMcKown C, Strambler M. Social Influences on the Ethnic Achievement Gap. 2007, 366-396. DOI: 10.1002/9781118269930.ch15.
- Intractable Self-Fulfilling PropheciesWeinstein RS, Gregory A, Strambler MJ. Intractable Self-Fulfilling Prophecies. American Psychologist 2004, 59: 511-520. PMID: 15367086, DOI: 10.1037/0003-066x.59.6.511.
- Community psychology and educational disparities.Strambler, M.J., Linke, L.H., Ward, N.L. (2016). Community psychology and educational disparities. In: M.A. Bond, C.B. Keys, & I. Seranno-Garcia (Eds.), Handbook of community psychology. American Psychological Association.