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Sophie Barnes, PhD

she/her/hers
Postdoctoral Associate in the Child Study Center
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Postdoctoral Associate in the Child Study Center

Biography

Sophie Barnes, Ph.D. joined the Child Study Center as a Postdoctoral Associate in November 2024. Sophie works in the Education Collaboratory at Yale, primarily on projects that advance the science and practice of social and emotional learning (SEL) through rigorous evidence syntheses.

Sophie's research centers on understanding the setting- and individual-level mechanisms that support children’s social, emotional, and behavioral skill development in school contexts, with a focus on executive function and self-regulation. She is also interested in adding nuance and precision to SEL measurement and partnering with schools and districts to develop feasible, responsible, and actionable assessment plans. Prior to beginning her doctoral studies, Sophie worked in the Ecological Approaches to Social and Emotional Learning (EASEL) Lab led by Dr. Stephanie Jones on a number of evaluations of school-based interventions that target children’s SEL growth and development and research and translational writing projects.

Sophie received her Ph.D. in Education from Harvard University. She also holds a B.S. in Applied Psychology from New York University and an Ed.M. in Human Development and Psychology from the Harvard Graduate School of Education.

Appointments

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Education & Training

PhD
Harvard University, Harvard Graduate School of Education (2024)
MSEd
Harvard Graduate School of Education, Human Development and Psychology (2015)
BS
New York University, Steinhardt School of Culture, Education, and Human Development, Applied Psychology (2014)

Research

Publications

2024

  • Poverty and adolescent development
    Jones, 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.
    Chapters

2022

  • Capturing the social-emotional classroom: Using classroom level measures to improve teaching and learning
    Barnes, 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.
    Chapters

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