Select Publications

---

Teachers' Occupational Health and Well-Being

• Braun, S. S., Schornick, Z. T., Westbrooks, A. K., Eickholz, E. R., Parker, J. G., & Hooper, A. L. (2024). Teachers’ social competencies, occupational health, and personal well-being are associated with their use of snark in the classroom. Social Psychology of Education.
• Braun, S. S., & Hooper, A. L. (2024). Social and emotional competencies predict pre-service teachers’ occupational health and personal well-being. Teaching and Teacher Education, 147, 1-11.
• Bradshaw, C. P., Kush, J., Braun, S. S., Barton, E. A. (2023). The perceived effects of the onset of the COVID-19 pandemic: A focus on educators’ perceptions of the negative effects on educator stress and student well-being. School Psychology Review.
• McDaniel, H. L., Braun, S. S., Bottiani, J. H., De Lucia, D., Tolan, P., Bradshaw, C. P. (2022). Examining developmental differences in teachers’ observed classroom management strategies across elementary, middle, and high school. School Psychology Review.
• Braun, S. S., Duran, C. A. K., McDaniel, H. L., Bradshaw, C. P. (2022). Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race. Teaching and Teacher Education. 
• Jennings, P. A., Hofkens, T. L., Braun, S. S., Nicholas-Hoff, P. Y., Min, H. H., & Cameron, K. (in press). Teachers as prosocially motivated leaders promoting social and emotional learning. In N. Yoder & A. Skoog-Hoffman (Eds.), Motivating the SEL field forward through equity (Advances in Motivation and Achievement, Vol 21). Bingley, UK: Emerald Publishing Limited.

Mindfulness-Based Interventions

• Braun, S. S., Greenberg, M. R., Roeser, R. W., ...The MYRIAD Team (2024). Teachers’ stress and training in a school-based mindfulness program: Implementation results from a cluster randomized controlled trial. Journal of School Psychology, 104, 1-17. 
• ​Braun, S. S., Roeser, R. W., & Mashburn, A. J. (2020). Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. Pilot and Feasibility Studies 6(178), 1-12.
• Braun, S. S., Cho, S., Colaianne, B. A., Taylor, C., Cullen, M., & Roeser, R. W. (2020). Impacts of a mindfulness-based program on teachers’ forgiveness. Mindfulness, 11, 1978-1992.
• Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teacher-student interactions. Mindfulness, 10, 245-255.

---

Student Well-Being

• Warren, M. T., Braun, S. S., Schonert-Reichl, K. A. (2023). A virtues approach to children’s kindness schemas. Journal of Positive Psychology.
  
• Braun, S. S., Rodgers, C. R. R., Linsky, A. C., Griffin, C. B., Bradshaw, C. P. (2023). The association between an equitable school climate and students’ psychosocial outcomes: The moderating roles of race and gender. School Psychology Review. 
• Nguyen, A. J., McDaniel, H. L., Braun, S. S., Chen, L. Bradshaw, C. P. (2021). Contextualizing the relationship between school climate and student well-being: The moderating role of rurality. Journal of School Health, 91(6), 463-472.
• Braun, S. S., Roeser, R. W., & Schonert-Reichl, K. A. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Behavioral Development, 69.
• Braun, S. S., & Bierman, K. L. (2020). Emotion socialization in schools. In S. Hupp & J. D. Jewell (Eds.), The encyclopedia of child and adolescent development (Vol 4). https://doi.org/10.1002/9781119171492.wecad185
• Braun, S. S., van den Berg, H. M. Y., & Cillessen, A. H. N. (2020). Effects of a seating chart intervention for target and nontarget students. Journal of Experimental Child Psychology, 191, 1-15.
• Braun, S. S., Zadzora, K. M., Miller, A., & Gest, S. D. (2019). Predicting elementary teachers’ efforts to manage social dynamics from teacher characteristics and the early year peer ecology. Social Psychology of Education, 22, 795-817.
• Braun, S. S., & Davidson, A. J. (2017). Gender (non)conformity in middle childhood: A mixed methods approach to understanding gender-typed behavior, friendship, and peer preference. Sex Roles, 77(1-2), 16-29. doi:10.1007/s11199-016-0693-z