Christina Cipriano, PhD, MEd
Cards
Appointments
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 at the Yale Child Study Center and the Director of the Education Collaboratory at Yale.
Dr. Cipriano is an Applied Developmental and Educational Psychologist, and her research focuses on social and emotional learning intervention and assessment in the service of marginalized student and teacher populations through systematic examination of the interactions within their homes, schools, and communities to promote pathways to optimal developmental outcomes.
Chris is a national expert in SEL and has extensive experience working in classrooms with marginalized populations, providing training to teachers and support staff, and direct instruction to students. Dr. Cipriano is the Principle Investigator of several funded research to practice projects and regularly disseminate her science in both academic journals and professional development workshops for pre-service and in-service educators and school personnel. Dr. Cipriano currently manages a research portfolio of over $12 million dollars in SEL research, including federal and foundation grant funding. She has published 90+ papers, commentaries, and reports, spanning top tier peer-reviewed journals, and media outlets such as The Washington Post, Education Week, PBS, The Greater Good Science Center, and EdSurge. Dr. Cipriano’s leadership in the field has been recognized by the US Department of Education, earning her an appointment on the Social and Behavioral Panel of the Institute of Education Sciences in addition to other federal work groups that are informing the future of SEL research, practice, and policy.
A Jack Kent Cooke Scholar, Dr. Cipriano received her Ph.D. and a Certificate in Human Rights and International Justice from the Boston College Lynch School of Education, her Ed.M. from the Harvard Graduate School of Education, and B.A. from Hofstra University Honors College. Dr. Cipriano currently serves on the Professional Advisory Board of the National Center for Learning Disabilities and Teachstone.
Dr. Cipriano is the mother of four beautiful children who inspire her daily to take the moon and make it shine for everyone. You can learn more about Chris at drchriscip.com
Appointments
Child Study Center
Associate Professor on TermPrimary
Other Departments & Organizations
Education & Training
- 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 Subject Headings (MeSH)
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
Almut Zieher, PhD
Craig S. Bailey, PhD
Michael Strambler, PhD
Jessica D Hoffmann, PhD
Melissa C Funaro, MLS, MS
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 ResearchCitationsAltmetricConceptsEmotional 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 ResearchCitationsAltmetricMeSH Keywords and ConceptsConceptsSEL interventionsSchool-based SEL interventionsEmotional learning interventionSEL researchSchool climateStudent experienceSEL contentAcademic achievementLearning interventionEmotional learningImplementation qualitySchool functioningStudentsPeer relationshipsIntervention featuresState of evidenceKindergartenLearningSkillsAchievementAttitudesExperienceGradePracticeIntervention
2024
A 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 ResearchAltmetricConceptsSchool-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 ResearchCitationsAltmetricMeasuring 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 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 ResearchCitationsAltmetricConceptsSEL interventionsSchool-based SEL interventionsExperiences of studentsEmotional learning interventionSEL programmingMinoritized studentsSEL programsLearning interventionEmotional learningStudentsCritical inquiryProgram designProgram effectivenessSELKey findingsImproved researchLearningInquiryResearchRecent systematic reviewNext discussYouthSettingExperienceProgramTowards an inclusive social and emotional learning
Christina Cipriano, Michael F. McCarthy, Towards an inclusive social and emotional learning, Social and Emotional Learning: Research, Practice, and Policy, Volume 2, 2023, 100008, ISSN 2773-2339, https://doi.org/10.1016/j.sel.2023.100008.Peer-Reviewed Original Research
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 ResearchAltmetricConceptsCOVID-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 HealthPandemicEducationLearningQuestionsA 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 ResearchCitationsAltmetricConceptsEmotional 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 ResearchCitationsAltmetricConceptsCognitive reappraisalEmotion regulation strategiesDevelopmental changesEarly childhoodSample age rangeRegulation strategiesNormative sampleConsiderable developmental changesMethodological recommendationsAdolescenceReappraisalFuture researchQuantitative reviewMethodological differencesChildrenChildhoodQualitative reviewEmpirical papersFuture directionsAge rangeEvidence baseEmotionsAttentionAdolescentsYouth
Links & Media
News
- August 08, 2024
Yale Professors Receive IES Funding to Launch a SEL Living Systematic Review
- July 30, 2024
Summer 2024 Interns Present Their Research
- July 03, 2024
Education Collaboratory Team Members Spotlight: Summer 2024 Interns
- June 24, 2024
Inaugural YCSC postdoctoral scholar travel awardees announced