Stephanie M Jones

Biographic Data

ID	5760729
NAME	Stephanie M Jones
GIVEN NAMES	Stephanie M
FAMILY NAME	Jones
SIGNATURE	JONES S M
AFFILIATIONS	Harvard University
ORCID	0000-0003-4697-3169
VERIFIED	Yes
TOTAL WORKS	36
TOTAL CITATIONS	153
AUTHOR COUNT	36
EDITOR COUNT	0
FIRST PUBLICATION YEAR	2003
LATEST PUBLICATION YEAR	2026
H-INDEX	6

SEL Is Adaptive: Exploring Implementation Integrity Through SEL Adaptations in OST Settings
Open AccessNatasha Raisch, Laura Stickle et al.ARTICLEEducation Sciences2026
Although social emotional learning (SEL) is generally regarded as beneficial for children, there is an enduring tension between the need to observe fidelity to SEL programming (to reach desired outcomes) and the need to adapt SEL programming (to make implementation more feasible in a given setting). This tension can be heightened in out-of-school time (OST) settings, which are often not considered in the design of traditional SEL programming. The…
Perspectives of Key Partners on Improving Awareness of Virtual Harm Reduction Services: A Qualitative Study
Open AccessNavid Sedaghat, Nathan Rider et al.ARTICLESubstance Use & Misuse2025
BACKGROUND: Supervised Consumption Sites (SCS) have proven effective in reducing overdose-related deaths by providing safe spaces for people who use substances. However, barriers such as stigma, operating hours, and travel distance can limit access to SCS. Virtual harm reduction services such as phone-based overdose response hotlines and apps have emerged as an alternative when SCS access is hindered. These collectively have also been named Mobil…
Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study
Ana Luiza Raggio Colagrossi, Maria Clara de Magalhães Barbosa et al.ARTICLEEarly Education and Development2024
Prior research has shown that social-emotional learning (SEL) interventions offer promise for supporting young children’s outcomes, but implementation problems are frequent, especially in low-resource contexts. This study describes the adaptation and efficacy of a new, classroom-based SEL intervention for children aged 3 to 6 years in early childhood education programs in Brazil. SEL Kernels are simple, brief, targeted SEL activities that can be …
The Science of Learning and Development: A Translational and Transactional Science in Service of Human Development and Well-Being
Open AccessStephanie M JonesARTICLEReview of Research in Education2023
This commentary describes several key principles from the science of learning and development (SoLD) and illustrates them using concepts and ideas from social and emotional learning (SEL). Emphasizing the importance of ecological systems in shaping developmental pathways and challenging the individual-centric approach, the first concept focuses on the centrality of developmental relationships. The second underscores the significance of stage-sali…
Exploring early educator burnout and process quality in a statewide sample
Open AccessMadelyn Gardner, Emily Hanno et al.ARTICLEJournal of School Psychology2023
Home literacy in the digital era: The role of mobile screen media frequency in a U.S. state
Open AccessRosa Guzman Turco, Nonie K Lesaux et al.ARTICLEBritish Journal of Educational…2023
Studies suggest that mobile screen media can play a positive role in young children's language and literacy development. However, the role of mobile screen media in the home literacy environment of pre‐school aged children has not been widely explored. Currently, it is unclear whether the amount of time on mobile devices has any association with their language and literacy development. The present study therefore explored the frequency of mobile …
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Open AccessEmily Hanno, Madelyn Gardner et al.ARTICLEEarly Childhood Research Quarterly2022Cited by: 2References: 6
Residential and preschool neighborhoods: Exploring patterns of socioeconomic match and its association with child skills across Massachusetts
Open AccessMadelyn Gardner, Emily Hanno et al.ARTICLEEarly Childhood Research Quarterly2022References: 10
Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs
Open AccessThelma Ramirez, Katharine Brush et al.ARTICLEFrontiers in Education2021
As the positive impact of social emotional learning (SEL) has become widely recognized, there is increasing demand for SEL programs to address the diverse cultures, identities, and experiences of all students in the classroom, in particular students of color and other youth impacted by structural inequality. SEL programs increasingly provide resources and guidance to ensure that diverse students are represented in materials and content and to hel…
Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care
Open AccessEmily Hanno, Stephanie M Jones et al.ARTICLEPolicy Insights from the…2021
Children’s experiences in early education programs can have a profound influence on their cognitive, social, and emotional development. In these settings, interactions with educators serve as catalysts for children’s healthy development. Yet too few children today are in the types of high-quality early learning environments marked by warm, cognitively stimulating exchanges. This review summarizes research on the features of settings that promote …
Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast N…
Open AccessRebecca Bailey, Natasha Raisch et al.ARTICLEInternational Journal of…2021
Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevanc…
Exploring the role of quality in a population study of early education and care
Open AccessStephanie M Jones, Nonie K Lesaux et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9
Classifying trajectories of social–emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project
Open AccessDana Charles Mccoy, Stephanie Jones et al.ARTICLEDevelopmental Psychology2018Cited by: 2References: 6
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and social difficulties from Head Start through elementary school for 602 low-income children. Results sug…
Social and Emotional Learning: Introducing the Issue
Stephanie M Jones, Emily J DoolittleARTICLEThe Future of Children2017
Social and Emotional Learning:Introducing the Issue Stephanie M. Jones (bio) and Emily J. Doolittle (bio) Research increasingly suggests that social and emotional learning (SEL) matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. This research also tells us that SEL can be taught and nurtured in schools so that students increase their ability to integrate thinking, emotions, a…
Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors
Open AccessAndrés Molano, Stephanie M JonesARTICLESocial Development2017References: 15
In this paper, we build on key findings in the sociological literature regarding different patterns of association between social centrality and overt aggressive behavior in the context of same-and-cross gender social interactions. We explore these associations in a population of urban elementary school students ( Age ^ = 8.62 , SD = 0.69, N = 848), while addressing claims that the role of psychological factors is overstated in this literature. O…
Engaging Struggling Adolescent Readers to Improve Reading Skills
Open AccessJames S Kim, Lowry Hemphill et al.ARTICLEReading Research Quarterly2017Cited by: 6References: 102
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward
Open AccessDavid Osher, Yael Kidron et al.ARTICLEReview of Research in Education2016
This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills tra…
The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth
Open AccessJacqueline Horan, Jacqueline M Horan et al.ARTICLEJournal of Youth and Adolescence2016Cited by: 6References: 51
Cost Analysis of a School-Based Social and Emotional Learning and Literacy Intervention
Open AccessKatherine Long, Joshua L Brown et al.ARTICLEJournal of Benefit-Cost Analysis2015Cited by: 2References: 1
Purpose : There is limited research on the costs of social and emotional learning (SEL) interventions [Crowley, Jones, Greenberg, Feinberg & Spoth (2012). Resource Consumption of a Diffusion Model for Prevention Programs: The PROSPER Delivery System. Journal of Adolescent Health, 50 (3), 256–263]. This paper describes a comprehensive methodology for determining the costs of a successful universal, school-based SEL intervention that was implemente…
Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
Open AccessFuhua Zhai, C Cybele Raver et al.ARTICLEChildren and Youth Services Review2015Cited by: 2References: 34
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate
Allison H Friedman‐Krauss, Allison Hope Friedman-Krauss et al.ARTICLEEarly Education and Development2014
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior prob…
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
Open AccessMonica Yudron, Stephanie M Jones et al.ARTICLEEarly Childhood Research Quarterly2014Cited by: 3References: 4
Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading
Sarah Gray, Sarah A O Gray et al.ARTICLEDevelopmental Psychology2014Cited by: 6References: 5
The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler a…
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Bridget K Hamre, Robert C Pianta et al.ARTICLEThe Elementary School Journal2013
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 presch…
Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social‐Cognitive Processes
Open AccessAndrés Molano, Stephanie M Jones et al.ARTICLEJournal of Research on Adolescence2013Cited by: 18References: 11
This study evaluated the extent to which fourth‐grade students ( M age = 8.62) select and are influenced by their peers' aggressive and prosocial behavior and the extent to which intra‐individual social cognitions moderate these processes. Two waves of data were collected in the fall and spring of one academic year from children attending 18 N ew Y ork C ity public elementary schools. Stochastic actor‐based social network analysis was used to eva…

Disentangling the “whys” from the “whats” of aggressive behaviour
Open AccessTodd D Little, Christopher C Henrich et al.ARTICLEInternational Journal of…2003
We examined the validity of a measurement system for the study of aggression that distinguishes among four principle dimensions of aggressive behaviour: overt and relational aggression (i.e., the “whats”) and instrumental and reactive aggression (i.e., the “whys”). The sample comprised 1723 adolescents (Grades 5 through 10) from Berlin, Germany. The internal validity of the measurement system was strongly supported, revealing four discrete dimens…
The Infant–Toddler Social and Emotional Assessment (Itsea): Factor Structure, Reliability, and Validity
Open AccessAlice S Carter, Margaret J Briggs‐Gowan et al.ARTICLEJournal of Abnormal Child…2003
Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention
J Lawrence Aber, Joshua L Brown et al.ARTICLEDevelopmental Psychology2003Cited by: 30References: 47
The present study addressed 3 questions concerning (a) the course of developmental trajectories toward violence over middle childhood, (b) whether and how the course of these trajectories differed by demographic subgroups of children, and (c) how responsive these trajectories were to a universal, school-based preventive intervention. Four waves of data on features of children’s social-emotional development known to forecast aggression/violence we…
Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings
Open AccessC Cybele Raver, Stephanie M Jones et al.ARTICLEEarly Childhood Research Quarterly2007Cited by: 50References: 12
Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial.
C Cybele Raver, Stephanie M Jones et al.ARTICLEJournal of Consulting and…2009
The present study evaluated the efficacy of a multicomponent, classroom-based intervention in reducing preschoolers' behavior problems. The Chicago School Readiness Project model was implemented in 35 Head Start classrooms using a clustered-randomized controlled trial design. Results indicate significant treatment effects (ds = 0.53-0.89) for teacher-reported and independent observations of children's internalizing and externalizing behavior prob…
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors
Christine Li Grining, C Cybele Raver et al.ARTICLEEarly Education and Development2010
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their …
Dosage Effects on School Readiness: Evidence from a Randomized Classroom-Based Intervention
Fuhua Zhai, C Cybele Raver et al.ARTICLESocial Service Review2010Cited by: 13References: 6
Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consul…
Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
Open AccessStephanie M Jones, Joshua L Brown et al.ARTICLEChild Development2011
This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children’s social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in …
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills: Self-Regulation as a Mediating Mechanism
Open AccessC Cybele Raver, Stephanie M Jones et al.ARTICLEChild Development2011
Based on theoretically driven models, the Chicago School Readiness Project (CSRP) targeted low-income children’s school readiness through the mediating mechanism of self-regulation. The CSRP is a multicomponent, cluster-randomized efficacy trial implemented in 35 Head Start–funded classrooms (N = 602 children). The analyses confirm that the CSRP improved low-income children’s self-regulation skills (as indexed by attention/impulse control and exe…
Social and Emotional Learning in Schools: From Programs to Strategies and commentaries
Open AccessStephanie M Jones, Suzanne M BouffardARTICLEChild Policy Nexus2012
Academic performance of subsequent schools and impacts of early interventions: Evidence from a randomized controlled trial in Head Start settings
Open AccessFuhua Zhai, C Cybele Raver et al.ARTICLEChildren and Youth Services Review2012Cited by: 9References: 42
Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms
Bridget K Hamre, Robert C Pianta et al.ARTICLEThe Elementary School Journal2013
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 presch…
Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social‐Cognitive Processes
Open AccessAndrés Molano, Stephanie M Jones et al.ARTICLEJournal of Research on Adolescence2013Cited by: 18References: 11
This study evaluated the extent to which fourth‐grade students ( M age = 8.62) select and are influenced by their peers' aggressive and prosocial behavior and the extent to which intra‐individual social cognitions moderate these processes. Two waves of data were collected in the fall and spring of one academic year from children attending 18 N ew Y ork C ity public elementary schools. Stochastic actor‐based social network analysis was used to eva…
The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate
Allison H Friedman‐Krauss, Allison Hope Friedman-Krauss et al.ARTICLEEarly Education and Development2014
Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior prob…
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes
Open AccessMonica Yudron, Stephanie M Jones et al.ARTICLEEarly Childhood Research Quarterly2014Cited by: 3References: 4
Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading
Sarah Gray, Sarah A O Gray et al.ARTICLEDevelopmental Psychology2014Cited by: 6References: 5
The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler a…
Cost Analysis of a School-Based Social and Emotional Learning and Literacy Intervention
Open AccessKatherine Long, Joshua L Brown et al.ARTICLEJournal of Benefit-Cost Analysis2015Cited by: 2References: 1
Purpose : There is limited research on the costs of social and emotional learning (SEL) interventions [Crowley, Jones, Greenberg, Feinberg & Spoth (2012). Resource Consumption of a Diffusion Model for Prevention Programs: The PROSPER Delivery System. Journal of Adolescent Health, 50 (3), 256–263]. This paper describes a comprehensive methodology for determining the costs of a successful universal, school-based SEL intervention that was implemente…
Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
Open AccessFuhua Zhai, C Cybele Raver et al.ARTICLEChildren and Youth Services Review2015Cited by: 2References: 34
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward
Open AccessDavid Osher, Yael Kidron et al.ARTICLEReview of Research in Education2016
This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills tra…
The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth
Open AccessJacqueline Horan, Jacqueline M Horan et al.ARTICLEJournal of Youth and Adolescence2016Cited by: 6References: 51
Social and Emotional Learning: Introducing the Issue
Stephanie M Jones, Emily J DoolittleARTICLEThe Future of Children2017
Social and Emotional Learning:Introducing the Issue Stephanie M. Jones (bio) and Emily J. Doolittle (bio) Research increasingly suggests that social and emotional learning (SEL) matters a great deal for important life outcomes like success in school, college entry and completion, and later earnings. This research also tells us that SEL can be taught and nurtured in schools so that students increase their ability to integrate thinking, emotions, a…
Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors
Open AccessAndrés Molano, Stephanie M JonesARTICLESocial Development2017References: 15
In this paper, we build on key findings in the sociological literature regarding different patterns of association between social centrality and overt aggressive behavior in the context of same-and-cross gender social interactions. We explore these associations in a population of urban elementary school students ( Age ^ = 8.62 , SD = 0.69, N = 848), while addressing claims that the role of psychological factors is overstated in this literature. O…
Engaging Struggling Adolescent Readers to Improve Reading Skills
Open AccessJames S Kim, Lowry Hemphill et al.ARTICLEReading Research Quarterly2017Cited by: 6References: 102
This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within‐school experimental design, the authors randomly assigned 483 students in grades 6–8 to a business‐as‐usual control condition or to the Strategic Adolescent Reading Intervention ( STARI ), a supplemental reading program involving instruction to supp…
Classifying trajectories of social–emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project
Open AccessDana Charles Mccoy, Stephanie Jones et al.ARTICLEDevelopmental Psychology2018Cited by: 2References: 6
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and social difficulties from Head Start through elementary school for 602 low-income children. Results sug…
Exploring the role of quality in a population study of early education and care
Open AccessStephanie M Jones, Nonie K Lesaux et al.ARTICLEEarly Childhood Research Quarterly2020Cited by: 4References: 9