scholarship
Learn more about my current research projects and opportunities for partnership at the
Zieher, A., Bailey, C., Cipriano, C., McNaboe, T., Smith, K., & Strambler, M. (2024) A Framework for Social and Emotional Learning Pedagogy. Social and Emotional Learning: Research, Practice, and Policy. 3(1) https://doi.org/10.1016/j.sel.2024.100030
DeFrance, K., Lucas, M., Anders, S., & Cipriano, C. (2024). Measuring gender in elementary school-aged children: promising practices and barriers to moving beyond the binary. American Psychologist https://doi.org/10.1037/amp0001306
Ng, Z. J., Lin, S., Niu, L., & Cipriano, C. (2024). Measurement Invariance of the Children’s Social Desirability Scale–Short Version (CSD-S) Across Gender, Grade Level, and Race/Ethnicity. Assessment, 0(0). https://doi.org/10.1177/10731911241245789
Cipriano, C. & Strambler, M. (2024). On SEL and Equity. In Durlak, J., Domitrovich, C., & Mahoney, J. (Eds) Handbook of SEL Theory, Research, and Practice: The Evolution of a Field (2nd Edition). https://doi.org/10.31219/osf.io/g4pys
Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmed, E., & McCarthy, M. (2024). A Meta-analysis of the effects of Universal School-Based SEL Programs and Marginalized Students in the United States. Social and Emotional Learning: Research, Practice, and Policy. 3(1). https://doi.org/10.1016/j.sel.2024.100029
Rappolt-Schlichtmann, G., Cipriano, C., Robinson, K.H., & Boucher, A. (2024). Universal design for social and emotional learning. Hall, T.E., Robinson, K. H. and Gordon, D. (Eds.) Universal design for learning in the classroom: Practical applications (2nd ed.). Guilford Press.
Cipriano, C. & McCarthy, M. (2023). Towards an Inclusive Social and Emotional Learning. Social and Emotional Learning: Research, Practice, and Policy.
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary metaanalysis of universal school-based SEL interventions. Child Development, 00, 1–24. https:// doi.org/10.1111/cdev.13968
Cipriano, C., Naples, L.H., Zieher, A., Durlak, J., Eveleigh, A., Funero, M., Strambler, M., Ponnock, A., McCarthy, M. F., & Chow, J. (In Principle Acceptance). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development
Naples, L. H., Cipriano, C., Eveleigh, A., Stoffers, M., & Barnes, T.N. (2022). It Takes the Whole School to Support the Whole Child: Unpacking the Social Emotional Health of Education Support Professionals During the COVID-19 Pandemic, Psychology in the Schools https://doi.org/10.1002/pits.22842
Ng, Z.J., Willner, C.J., Mannweiler, M.D., Hoffmann, J.D., Bailey, C.S., & Cipriano, C. (2022) A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09691-4
Willner, C. J., Hoffmann, J. D., Bailey, C. S., Harrison, A. P., Garcia, B., Ng, Z.J., Cipriano, C., & Brackett, M. A. (2022). The development of cognitive reappraisal from early childhood through adolescence: A systematic review and methodological recommendations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.875964
Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., McCarthy, M. F., & Rappolt-Schlichtmann, G. (2022). 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. https://doi.org/10.3102/00346543221094079
Hoffmann, J. D., Baumsteiger, R., Seibyl, J., Hills, E., Bradley, C., Cipriano, C., & Brackett, M. A. (2022). Building Useful, Web-based Educational Assessment Tools for Students, with Students: A Demonstration with The School Climate Walkthrough, Assessment in Education: Principles, Policy, and Practice DOI: 10.1080/0969594X.2022.2056576
Eveleigh, A., Cook, A., Naples, L.H., & Cipriano, C. (2021). How Did Educators of Students with Learning Differences Use Social and Emotional Learning to Support Their Students and Themselves Early in the COVID-19 pandemic. Children and Schools
Zieher, A. K., Cipriano, C., Meyer, J. L., & Strambler, M. J. (2021). Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic. School Psychology, 36(5), 388-397. http://dx.doi.org/10.1037/spq0000461
To support the generalizability of USB SEL interventions at the intersection of student disability
and race, we conducted a systematic review to update the current state of evidence available
for elementary school USB SEL interventions and their intersectional identities within. We are
working to finalize and publish our paper, but in the interest of fueling data-driven decision
making in real time, here’s a first look at the results.
Cipriano, C., Barnes, T.N. The observation of special education classrooms by school personnel. Learning Environ Res (2021). https://doi.org/10.1007/s10984-021-09359-w
Yale Center for Emotional Intelligence [Cipriano, C., PI] (2020) Supporting Connecticut Educators with SEL During Times of Uncertainty and Stress: Findings from Fall 2020. New Haven, CT. Yale University.
Cipriano, C., Rappolt-Schlichtmann, G., & Brackett, M.A. (2020). Supporting School Community Wellness with Social and Emotional Learning (SEL) During and After a Pandemic, Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.