top of page


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)

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

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).

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).

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).

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://

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

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.

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.

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.

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.

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).

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.

bottom of page