Emma J Carpendale

Biographic Data

ID2748020
NAMEEmma J Carpendale
GIVEN NAMESEmma J
FAMILY NAMECarpendale
SIGNATURECARPENDALE E J
AFFILIATIONSQueensland University of Technology
ORCID0000-0003-4534-060X
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR2023
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Universal School-Based Social-Emotional Learning and Early Adolescent Police Contact

    Open AccessEmma J Carpendale, Stacy Tzoumaki et al.ARTICLEYouth & Society2026

    This research explored the association between universal primary school Social-Emotional Learning (SEL) and early adolescent police contact for criminal incidents. For 12,564 students in New South Wales, Australia, data from school leaders regarding SEL programs delivered at 493 primary schools (when students were in Year 6) was linked with police contact records (during Years 7 and 8). Multi-level regressions revealed no significant association …

  • Pathways to adolescent executive function in Australian Aboriginal and Torres Strait Islander children

    Open AccessKate Elizabeth Williams, D Berthelsen et al.ARTICLEDevelopmental Psychology2026

    Understanding and strengthening the developmental pathways of Australian Aboriginal and Torres strait islander young people is of critical importance to efforts seeking to redress more than 200 years of disadvantage due to colonization. Although systemic factors play a key role in addressing disparities, individual-level capacities such as self-regulation and executive function are also essential for positive developmental outcomes and may act as…

  • An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students

    Open AccessEmma J Carpendale, Melissa J Green et al.ARTICLEJournal of School Psychology2025

    Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11-12 years) on the five social-emotional competencies defined by the Collaborative for Ac…

  • Promoting effective transitions

    Open AccessEmma J Carpendale, Melissa J Green et al.ARTICLEBritish Journal of Educational…2025References: 59

    BACKGROUND: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. AIM: This study sought to determine the association between self-reported social-emotional competencies of…

  • Students’ accumulation of disciplinary school exclusion experiences over time

    Open AccessLauren M Piltz, Linda J Graham et al.ARTICLEChildren and Youth Services Review2025References: 2

  • Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood

    Open AccessEmma J Carpendale, Melissa J Green et al.ARTICLEChild Indicators Research2023References: 3

    This study investigates the measurement invariance of a brief self-report measure of childhood social-emotional competencies, the Middle Childhood Survey: Social-Emotional Learning (MCS-SEL), across demographic subgroups. Invariance was tested simultaneously among subgroups of children aged 11–12 years that were differentiated by sex (male, female) and main language spoken at home (English, not English). Multi-group confirmatory factor analysis e…