Dorothy L. Espelage

About

Dorothy L. Espelage is the William C. Friday Distinguished Professor of Education at the University of North Carolina. Her academic background includes a Ph.D. in Counseling Psychology from Indiana University, an M.S. in Clinical Psychology from Radford University, and a B.S. in Psychology from Virginia Commonwealth University. Her areas of expertise encompass Prevention Science, School-Based Interventions, Social-Emotional Learning Interventions, Bullying Prevention, Teen Dating Violence, Sexual Harassment/Violence, and School-Based Suicide Prevention. Dr. Espelage's research focuses on translating empirical findings into prevention and intervention programming. She has secured over $15 million in external funding and actively advises members of Congress and the Senate on bullying prevention legislation. Additionally, she conducts webinars for organizations such as the CDC, NIH, and NIJ to disseminate research findings. Her contributions to public service and research have been recognized through awards, including the Robert E. Bryan Public Service Award. She is involved in leading significant research projects, such as a $16 million PCORI study aimed at reducing adolescent suicide-related risk.

Research topics

• Sociology
• Psychology
• Social psychology
• Political Science
• Social Science
• Medicine
• Pedagogy
• Clinical psychology
• Computer Science
• Medical education

Selected publications

• Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

  School Mental Health · 2022 · 210 citations

  DOI

• A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization

  Prevention Science · 2021 · 146 citations

  DOI

• A meta-analysis of longitudinal partial correlations between school violence and mental health, school performance, and criminal or delinquent acts.

  Psychological Bulletin · 2020 · 139 citations

  The daily challenges resulting from all types of school violence-such as physical aggression, bullying, peer victimization, and general threats-have the potential to affect, longitudinally, students' mental health, school performance, and involvement in criminal or delinquent acts. Across primary and secondary studies, however, variation in how and how much school violence relates to these outcomes, has persisted. The purpose of this systematic review and meta-analysis, therefore, was to clarify…

  DOI

• COVID-19 and School Psychology: Adaptations and New Directions for the Field

  School Psychology Review · 2020 · 45 citations

  The COVID-19 pandemic, beginning January 2020, has already had an unprecedented impact on children, families, and schools around the world and in the U.S. The context and impact has varied considerably over time, including tremendous variation in schools providing education services in-person, via remote/distance learning, and various hybrid configurations involving both in-person and remote/distance learning configurations. This special topic section of School Psychology Review aims to dissemin…

  DOI

• Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change

  School Psychology Review · 2021 · 41 citations

  Individually and collectively, it is now more important than ever that we engage in intentional and sustained action to advocate for and advance diversity, equity, and inclusion (DEI) in the field of school psychology. To create positive change and the momentum to sustain it, it is essential that school psychology colleagues, organizations, and entities—including journals—identify how each can contribute to advancing DEI efforts. Herein, the School Psychology Review leadership team offers a brie…

  DOI

Recent grants

• Multi-site Evaluation of Second Step: Student Success Through Prevention (Second

  NIH · $1.2M · 2009–2013

Frequent coauthors

• Jun Sung Hong

  129 shared

• Alberto Valido

  University of North Carolina at Chapel Hill

  88 shared

• Luz E. Robinson

  54 shared

• Katherine M. Ingram

  43 shared

• Gabriel J. Merrin

  41 shared

• Alex R. Piquero

  University of Miami

  40 shared

• Paul Mazerolle

  University of New Brunswick

  39 shared

• Lisa Broidy

  University of New Mexico

  39 shared

Awards & honors

• William C. Friday Distinguished Professor of Education

Similar researchers at University of North Carolina at Chapel Hill

• R. Keith Sawyerh-58
• Troy D. Sadlerh-57
• Jeffrey A. Greeneh-45