Kimberly A Schonert-Reichl
Biographic Data
| ID | 161111 |
|---|---|
| NAME | Kimberly A Schonert-Reichl |
| GIVEN NAMES | Kimberly A |
| FAMILY NAME | Schonert-Reichl |
| SIGNATURE | SCHONERT-REICHL K A |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0003-3619-0566 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 341 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 11 |
Leveraging Evidence on Relations Between Teacher Well-being and Student Well-being and Learning
A scoping review of empirical studies from 2000 to 2023 was conducted to explore the relations between teacher well-being and student well-being and learning. The search process was guided by a broad definition of well-being and learning, yielding 7,629 unique publications. Sixty-seven studies met the inclusion criteria. Findings indicated an increase in studies published since 2000, with a peak in 2020 and 2021. The greatest number of studies we…
Psychological Impacts of a Teacher Mindfulness‐Based Program
This study extends previous research on a Mindfulness Based Program (MBP) for teachers by examining whether psychological impacts of MBP participation were moderated by changes in teachers' neuroendocrine stress across the program. Teachers ( n = 60, 54 women) were randomly assigned to MBP or waitlist control conditions and assessed at pre‐program, post‐program, and 3‐month follow‐up. The interaction of change in teachers' peak daily cortisol wit…
Longitudinal relations of executive functions to academic achievement and wellbeing in adolescence
Introduction Executive functions (EFs) are essential for cognitive, social, and emotional competence and have important implications for developmental outcomes across the lifespan. Limited research has explored how EFs relate to academic achievement and well-being specifically in adolescence over time. This study investigated relations of EFs to grade point average (GPA) and well-being (life satisfaction, depressive symptoms) from early to late a…
Measuring executive functions in context
Development and validation of the youth development instrument (YDI)
Beyond fidelity
Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt th…
Connections matter
INTRODUCTION: This study examined profiles of social connectedness among early adolescents in grade 7 before the COVID-19 pandemic was declared (Winter 2020), and in grade 8 during the second Wave of the pandemic (Winter 2021). METHOD: Linked data from 1753 early adolescents (49% female) from British Columbia, Canada who completed the Middle Years Development Instrument survey in grades 7 and 8 were used. Participants reported on life satisfactio…
Changes in peer belonging, school climate, and the emotional health of immigrant, refugee, and non‐immigrant early adolescents
INTRODUCTION: Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents' emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health. METHODS: This study drew upon linked self-report and administrative data. A…
Early Adolescents' Experiences During the Covid-19 Pandemic and Changes in Their Well-Being
Background: Early adolescence is a time of psychological and social change that can coincide with declines in mental health and well-being. This study investigated the psychological and social impacts of the COVID-19 pandemic from the perspective of students who responded to a survey in Grades 7 and 8 (ages 12-14) in British Columbia (BC), Canada. The objectives of this study were (i) to provide an overview on early adolescents' experiences and s…
Human–Animal Interactions and the Promotion of Social and Emotional Competencies
Interest in human–animal interaction (HAI) research is burgeoning. It is suggested that participation in universal programs that incorporate HAI can promote the social and emotional competencies (SECs) of children and youth. However, there is a dearth of empirical evidence (i.e., outcome evaluations) attesting to the effectiveness of such programs. To address this knowledge gap and consolidate findings across studies, a scoping review was conduct…
What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents
This mixed methods study examined how middle school students (ages 11–13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categoriz…
Development and Validation of a Measure to Assess Early Adolescents’ Perceptions of Caring Student-Teacher Relationships
There is accruing evidence documenting the importance of caring student-teacher relationships in fostering students’ social and emotional competence (SEC), well-being, and school success, particularly during early adolescence. However, few studies have investigated dimensions of caring student-teacher relationships from the perspective of early adolescents. This study describes the development and validation of the Caring Student-Teacher Relation…
Thriving, catching up, falling behind
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying
This research will enhance health and education professionals understanding of power imbalance in bullying and will inform the design and evaluation of interventions to address bullying in children
Factors predicting the stratified academic achievement trajectories of foreign-born Canadian adolescents
The study looked at the stratified math and language arts trajectories of foreign-born adolescents (aged 14–19) in British Columbia (BC), Canada, and identified social position factors that predicted this variation. Leveraging data from the Ministry of Health, Ministry of Education and Citizenship and Immigration Canada, the study looked longitudinally at a population-based cohort of foreign-born adolescents in BC (N = 9,113), in comparison to a …
Mental well-being among children in foster care
Benefits of Extracurricular Participation in Early Adolescence
A population-based analysis of life satisfaction and social support among children of diverse backgrounds in British Columbia, Canada
Validity of the Middle Years Development Instrument for Population Monitoring of Student Wellbeing in Australian School Children
Positive mental health and supportive school environments
Social and Emotional Learning and Teachers
Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. Classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage the social and emotional demands of tea…
Evaluating the Reliability and Validity of the Self-Compassion Scale Short Form Adapted for Children Ages 8–12
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children
Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular socia…
Nonsuicidal Self-Harm Among Community Adolescents
Development and Validation of the Middle Years Development Instrument (MDI)
Few instruments provide reliable and valid data on child well-being and contextual assets during middle childhood, using children as informants. The authors developed a population-level, self-report measure of school-aged children's well-being and assets-the Middle Years Development Instrument (MDI)-and examined its reliability and validity. The MDI was designed to assess child well-being inside and outside of school on five dimensions: (1) Socia…
Life Satisfaction in Early Adolescence
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence
Well-Being in Middle Childhood
Understanding the Link Between Social and Emotional Well-Being and Peer Relations in Early Adolescence
Relations of Peer Acceptance, Friendship Adjustment, and Social Behavior to Moral Reasoning During Early Adolescence
The relations between moral reasoning and six dimensions of peer relationships were examined. Participants were 108 adolescents, age 10 through 13 years, who completed sociometric measures of acceptance, peer behavioral assessment items, a measure to assess the number of their close friendships, a questionnaire on the features of their very best friendship, a measure to assess the frequency of their participation in socializing and agentic activi…
Correlates of help-seeking in adolescence
Benefits of Extracurricular Participation in Early Adolescence
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood
Do Expectancies Influence Choice of Help-Giver
This study endeavors to test whether adolescents’ expectations of potential helpers’ nurturance and expertise are associated with adolescent selection of an informal helpgiver. A sample of 89 adolescents in Grades 8 and 11 responded to assessments of help seeking within four different scenarios. Regression analyses revealed that expectations of expertise are important in selecting a mother or father as a potential help giver, whereas expectations…
Mindfulness and Inhibitory Control in Early Adolescence
This study examined the relationship between the executive control process of inhibition and self-reported dispositional mindfulness, controlling for gender, grade, and cortisol levels in 99 (43% female) fourth- and fifth-graders ([Formula: see text] = 10.23 years, SD = 0.53). Students completed a measure of mindful attention awareness and a computerized executive function (EF) task assessing inhibitory control. Morning cortisol levels also were …
Gender Differences in Depressive Symptomatology and Egocentrism in Adolescence
The purpose of this study was to investigate gender differences in the relationship between depressive symptomatology and the imaginary audience and personal fable constructs in order to determine the manner in which these indexes of social cognitive development interrelate with depressive symptomatology during the adolescent age period. Sixty-one adolescents, ranging in age from 12 to 17 years, completed the Reynolds Adolescent Depression Scale …
Positive mental health and supportive school environments
Validity of the Middle Years Development Instrument for Population Monitoring of Student Wellbeing in Australian School Children
Evaluating the Reliability and Validity of the Self-Compassion Scale Short Form Adapted for Children Ages 8–12
What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents
This mixed methods study examined how middle school students (ages 11–13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students’ written responses to the question “What are three things that teachers do to show they care?” Guided by recent work in the area of mindfulness in teaching, we identified 19 themes: one was categoriz…
Gender Differences in Depressive Symptomatology and Egocentrism in Adolescence
The purpose of this study was to investigate gender differences in the relationship between depressive symptomatology and the imaginary audience and personal fable constructs in order to determine the manner in which these indexes of social cognitive development interrelate with depressive symptomatology during the adolescent age period. Sixty-one adolescents, ranging in age from 12 to 17 years, completed the Reynolds Adolescent Depression Scale …
Correlates of help-seeking in adolescence
Relations of Peer Acceptance, Friendship Adjustment, and Social Behavior to Moral Reasoning During Early Adolescence
The relations between moral reasoning and six dimensions of peer relationships were examined. Participants were 108 adolescents, age 10 through 13 years, who completed sociometric measures of acceptance, peer behavioral assessment items, a measure to assess the number of their close friendships, a questionnaire on the features of their very best friendship, a measure to assess the frequency of their participation in socializing and agentic activi…
Do Expectancies Influence Choice of Help-Giver
This study endeavors to test whether adolescents’ expectations of potential helpers’ nurturance and expertise are associated with adolescent selection of an informal helpgiver. A sample of 89 adolescents in Grades 8 and 11 responded to assessments of help seeking within four different scenarios. Regression analyses revealed that expectations of expertise are important in selecting a mother or father as a potential help giver, whereas expectations…
Nonsuicidal Self-Harm Among Community Adolescents
Epistemic Reasoning and Adolescent Egocentrism
The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence
Understanding the Link Between Social and Emotional Well-Being and Peer Relations in Early Adolescence
Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children
Mindfulness and Inhibitory Control in Early Adolescence
This study examined the relationship between the executive control process of inhibition and self-reported dispositional mindfulness, controlling for gender, grade, and cortisol levels in 99 (43% female) fourth- and fifth-graders ([Formula: see text] = 10.23 years, SD = 0.53). Students completed a measure of mindful attention awareness and a computerized executive function (EF) task assessing inhibitory control. Morning cortisol levels also were …
Life Satisfaction in Early Adolescence
Kindness Counts
At the top of parents' many wishes is for their children to be happy, to be good, and to be well-liked. Our findings suggest that these goals may not only be compatible but also reciprocal. In a longitudinal experiment conducted in 19 classrooms in Vancouver, 9- to 11-year olds were instructed to perform three acts of kindness (versus visit three places) per week over the course of 4 weeks. Students in both conditions improved in well-being, but …
Well-Being in Middle Childhood
Peer Relations of Chinese Adolescent Newcomers
Mindfulness training and reductions in teacher stress and burnout
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials
Development and Validation of the Middle Years Development Instrument (MDI)
Few instruments provide reliable and valid data on child well-being and contextual assets during middle childhood, using children as informants. The authors developed a population-level, self-report measure of school-aged children's well-being and assets-the Middle Years Development Instrument (MDI)-and examined its reliability and validity. The MDI was designed to assess child well-being inside and outside of school on five dimensions: (1) Socia…
Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children
The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular socia…
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students
Social and Emotional Learning and Teachers
Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. Classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage the social and emotional demands of tea…
Evaluating the Reliability and Validity of the Self-Compassion Scale Short Form Adapted for Children Ages 8–12
A population-based analysis of life satisfaction and social support among children of diverse backgrounds in British Columbia, Canada
Validity of the Middle Years Development Instrument for Population Monitoring of Student Wellbeing in Australian School Children
Positive mental health and supportive school environments
Measuring 8 to 12 year old children’s self-report of power imbalance in relation to bullying
This research will enhance health and education professionals understanding of power imbalance in bullying and will inform the design and evaluation of interventions to address bullying in children
Psychology (38 works) · Developmental psychology (33 works) · Social Psychology (24 works) · Clinical Psychology (21 works) · Child and Adolescent Psychosocial and Emotional Development (18 works) · Medicine (18 works) · Early Childhood Education and Development (16 works) · Social Psychology (16 works) · Clinical Psychology (15 works) · Multilevel model (9 works)