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. & McCarthy, M. (2023). Towards an Inclusive Social and Emotional Learning. Social and Emotional Learning: Research, Practice, and Policy.
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
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
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
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
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
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
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., 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.
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.
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
Cipriano, C., Taylor, J.J., Weissberg, R., Blyth, D., & McKown, C. (2020) Catalyzing Future
Directions of SEL Assessment. Chicago, IL: Collaborative for Academic, Social, and