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Draft:Kimberly A. Schonert-Reichl

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Kimberly A. Schonert-Reichl is an American developmental psychologist and academic, best known for her research on Social and Emotional Learning (SEL). She was a professor at the University of British Columbia (UBC) from 1991 to 2020 and served as the Director of the Human Early Learning Partnership (HELP) at UBC from 2015 to 2020, after serving as Interim Director in 2014–2015. She is currently the NoVo Foundation Endowed Chair in Social and Emotional Learning and Professor in the Department of Psychology at the University of Illinois Chicago where she leads the social and emotional learning lab.

Early life and education

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Dr. Schonert-Reichl grew up in the Chicagoland area and earned a B.Sc. in Elementary Education from Illinois State University, a Master of Arts in Educational Psychology from the University of Chicago, and a Ph.D. in Educational Psychology from the University of Iowa. She completed postdoctoral training as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and in the Department of Psychiatry at Northwestern University Feinberg School of Medicine.

Before pursuing graduate studies, she worked as a middle school teacher and taught at an alternative high school for adolescents considered at risk of not completing high school.

Academic research

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Dr. Schonert-Reichl’s research is situated in the field of Social and Emotional Learning (SEL), with a focus on the processes and mechanisms that promote social and emotional competence and positive human qualities, such as empathy, compassion, altruism, and resilience in children and adolescents.

Her research can be categorized into four primary areas:

  • The effectiveness of universal SEL interventions for children and educators
  • Biological and neurocognitive correlates of SEL and child well-being
  • Measurement of SEL and teacher/student well-being
  • Developmental trajectories of children's social-emotional health and the social determinants of health

SEL Programs and Interventions

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Dr. Schonert-Reichl has led or collaborated on evaluations of widely used classroom-based SEL programs including:

Middle Years Development Instrument (MDI)

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Dr. Schonert-Reichl was the principal investigator and developer of the Middle Years Development Instrument, a population-level self-report survey that measures children’s well-being, health, and assets both in and out of school. The MDI has been administered to more than 300,000 children globally and has been translated into several languages including Italian, French, German, Hebrew, and Spanish.[1]

Professional Affiliations and Advisory Roles

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Dr. Kimberly A. Schonert-Reichl is a board member of the Collaborative for Academic, Social, and Emotional Learning (CASEL), a steering committee member for Karanga: The Global Alliance for SEL and Life Skills, the chair of the Scientific Research Advisory Committee for the Goldie Hawn Foundation, and an advisor to UNESCO’s Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) on social and emotional learning (SEL).

She has also served as an advisor to the British Columbia Ministry of Education on the development and implementation of the redesigned Curriculum and Assessment Framework, which emphasizes the promotion of students’ personal and social competencies. Additionally, she was an expert advisor to the Organisation for Economic Co-operation and Development (OECD)’s Education 2030 initiative.

Editorial roles

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  • Associate Editor, Journal of Applied Developmental Psychology[2] (2013–2017)
  • Editorial Board Member, Journal of Applied Developmental Psychology (2017–2021)
  • Editorial Board Member, Journal of Youth and Adolescence[3] (1990–2020)
  • Editorial Board Member, School Mental Health [4](2009–2016)
  • Editorial Board Member, Journal of Research in Rural Education (1990–1999)
  • Guest Editor, BC Journal of Special Education[5] (1994)

Social and Emotional Learning: Research, Practice and Policy

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In 2021, Schonert-Reichl co-founded the international peer-reviewed journal Social and Emotional Learning: Research, Practice and Policy, the first academic journal dedicated to SEL. This journal is a tribute to the late Dr. Roger P. Weissberg, a pioneer in the field of social and emotional learning. Dr. Schonert-Reichl serves as the editor-in-chief.

Books

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  • Rimm-Kaufman, S., Strambler, M. J., & Schonert-Reichl, K. A. (2023). Social and emotional learning in action: Creating systemic change in schools. Guilford Press.[6]
  • Schonert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in education: Integrating theory and research into practice. Springer.[7]
  • Oberle, E., & Schonert-Reichl, K. A. (2014). Mindfulness in adolescence: Theory, research, and practical application. New Directions in Youth Development.

Selected book chapters

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  • Schonert-Reichl, K. A. (2023). Social and emotional learning. In I. Wilkinson & J. Parr (Eds.), International Encyclopedia of Education – 4th Ed. Elsevier.
  • Rimm-Kaufman, S. E., Strambler, M. J., & Schonert-Reichl, K. A. (2023). Introduction: Meeting the moment with systemic SEL. In Social and emotional learning in action. Guilford Press.
  • Flook, L., O'Toole, C., Ritter, J., & Schonert-Reichl, K. A. (2022). Human flourishing in schools. In Education and Human Flourishing. UNESCO MGIEP.
  • Lawlor, M. S., Schonert-Reichl, K. A., & Gadermann, A. (2022). The Mindful Attention Awareness Scale for Children (MAAS-C). In Handbook of Assessment in Mindfulness. Springer.

Selected publications

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  • Schonert-Reichl, K. A. (2023). Encouraging advances in the science on mindfulness and compassion in schools: Current research, lingering questions, and future directions [Peer commentary on “Beyond all splits: Envisioning the next generation of science on mindfulness and compassion in schools for students” by R. W. Roeser et al.]. Mindfulness.[8]
  • Warren, M. T., Braun, S. S., & Schonert-Reichl, K. A. (2023). A virtues approach to children’s kindness schemas. The Journal of Positive Psychology.[9]
  • Whitehead, J., Schonert-Reichl, K. A., Oberle, E., & Boyd, L. (2022). What do teachers do to show they care? Learning from the voices of early adolescents. Journal of Adolescent Research.[10]
  • Chan, M. C. H., Schonert-Reichl, K. A., & Binfet, J. T. (2022). Human-animal interactions and the promotion of social and emotional competencies: A scoping review. Anthrozoos[11].
  • Emerson, S. D., Gagne, M., Guhn, M., Oberle, E., Georgiades, K., Milbrath, C., Janus, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2021). Social context factors and refugee children’s emotional health. Social Psychiatry and Psychiatric Epidemiology.[12]
  • Whitehead, J., Schonert-Reichl, K. A., Oberle, E., & Boyd, L. (2021). Development and validation of a measure to assess early adolescents’ perceptions of caring student-teacher relationships. Frontiers in Education.[13]
  • Warren, M. T., Schonert-Reichl, K. A., Gill, R., Gadermann, A. M., & Oberle, E. (2021). Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence. PLOS ONE.[14]
  • Rashedi, R. N., Rowe, S., Thompson, R., Solari, E. J., & Schonert-Reichl, K. A. (2021). A yoga intervention for young children: children’s self-regulation and emotion regulation. Journal of Child and Family Studies. [15]
  • Schonert-Reichl, K. A. (2019). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychologist.[16]
  • Oberle, E., Ji, X. R., Magee, C., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2019). Extracurricular activity profiles and wellbeing in middle childhood: A population-level study. PLOS ONE.[17]
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A Randomized Controlled Trial. Developmental Psychology.[18]
  • Roeser, R., Schonert-Reichl, K. A., Jha, A., Wilensky, R., Oberle, E., Thomson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology.[19]
  • Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2013). Kindness counts: Prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. PLOS ONE[20].
  • Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre- and early adolescent’s well-being and social and emotional competence. Mindfulness.[21]
  • Gadermann, A. M., Schonert-Reichl, K. A., & Zumbo, B. D. (2010). Investigating validity evidence of the Satisfaction with Life Scale adapted for children. Social Indicators Research.[22]
  • Sullivan, K., Marshall, S. K., & Schonert-Reichl, K. A. (2002). Do expectancies influence choice of help-giver? Adolescents' criteria for selecting an informal helper. Journal of Adolescent Research.[23]
  • Schonert-Reichl, K. A. (1999). Moral reasoning during early adolescence: Links with peer acceptance, friendship, and social behaviors. Journal of Early Adolescence.[24]
  • Offer, D., & Schonert-Reichl, K. A. (1992). Debunking the myths of adolescence: Findings from recent research. Journal of the American Academy of Child and Adolescent Psychiatry.[25]

Selected technical and research reports

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  • Rowcliffe, P., Schonert-Reichl, K. A., Buium, K., Buote, D., Stewart Lawlor, M., LeRose, M., Schroeder, J., & Smyth, T. (2020). Fragmentation to alignment: Toward a systems leadership approach to mental health promotion in schools. Report prepared for the British Columbia Ministry of Education.
  • Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. Report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Vancouver, B.C.: University of British Columbia.
  • Schonert-Reichl, K. A., & Kitil, M. J. (2016). Malleability of knowledge, skills, values, and attitudes for education in 2030: Developmental considerations and critical constructs in childhood and adolescence. Organisation for Economic Co-operation and Development (OECD) Working Paper for Education 2030 initiative.
  • Schonert-Reichl, K. A., & Whitehead, J. (2016). Effectiveness of the Random Acts of Kindness Curriculum on 4th and 5th grade students’ social and emotional competence: Summary report of research. Technical report for the Random Acts of Kindness Foundation, Denver, CO.
  • Schonert-Reichl, K. A., Kitil, M. J., LeRose, M., Sipl, M., Sweiss, L., Teja, Z., & Sauve, J. (2016). Social and emotional learning in teacher education: What do we know and where do we go from here? White paper, HopeLab, Redwood City, CA.
  • Schonert-Reichl, K. A. (2012). Social and Emotional Learning (SEL) in British Columbia K-12 Curriculum: Competencies of Personal Responsibility and Well-Being, and Social Responsibility. Technical report prepared for the BC Ministry of Education.
  • Schonert-Reichl, K. A. (2011). Middle childhood inside and out: The psychological and social worlds of Canadian children ages 9–12. Report for the United Way of the Lower Mainland. Vancouver: University of British Columbia.
  • Guhn, M., Thomson, K., Sweiss, L., Smith, A., Grant, B., Klerian, C., Hymel, S., & Schonert-Reichl, K. A. (2011). Our children’s voices: Results from the Middle Years Development Instrument. Technical report for the Coquitlam School District.
  • Schonert-Reichl, K. A., Guhn, M., Hymel, S., Hertzman, C., Sweiss, L., Gadermann, A., et al. (2010). Our children’s voices: The Middle Years Development Instrument. United Way of the Lower Mainland.
  • Guhn, M., Konishi, C., Sweiss, L., Schonert-Reichl, K. A., Hymel, S., & Lee, A. (2010). Middle Years Development Instrument: Vancouver Board of Education report. Technical report for the Vancouver School District.
  • Schonert-Reichl, K. A., Stewart Lawlor, M., Oberle, E., & Thomson, K. C. (2009). Identifying indicators and tools for measuring social and emotional healthy living: Children ages 5 to 12 Years. Report prepared for the Public Health Agency of Canada, Ottawa, Ontario.
  • Lawlor, M. S., & Schonert-Reichl, K. A. (2009). Resiliency and transitions: Early adolescents and the transition to high school. Invited paper for Health Canada and the Canadian Council on Learning. Source.
  • Schonert-Reichl, K. A., & Vergel de Dios, C. (2009). A multi-year evaluation of the “Roots of Empathy” program: Effects on the social-emotional competence of pre- and early adolescents. Report prepared for the Roots of Empathy, Toronto, Canada.
  • Jaramillo, A., Buote, D., & Schonert-Reichl, K. A. (2008). An evaluation of the implementation of the “Seeds of Empathy” program. Report prepared for the Roots of Empathy.
  • Schonert-Reichl, K. A., & LeRose, M. (2008). Resiliency in children and adolescents: Recent research findings and implications for policy and practice in Canada. Working paper, The Learning Partnership’s Resiliency in Canadian Children Project.
  • Schonert-Reichl, K. A. (2008). Evaluating resiliency initiatives for children and youth: Current issues, lingering questions, and future directions. Working paper, The Learning Partnership’s Resiliency in Canadian Children Project.
  • Schonert-Reichl, K. A. (2007). Middle childhood inside and out: The psychological and social world of children ages 9 to 12. Burnaby, BC: United Way of the Lower Mainland.
  • Kendall, G., Schonert-Reichl, K., Smith, V., Jacoby, P., Austin, R., Stanley, F., & Hertzman, C. (2006). The evaluation of the "Roots of Empathy" in Western Australia 2005. Report for the Department of Education and Training, Western Australia.
  • Schonert-Reichl, K. A., Buote, D., & Jaramillo, A. (2006). What Do Kids Do When They Are Not in School? Summary of findings from focus groups with children and parents. Report prepared for the United Way of the Lower Mainland.
  • Schonert-Reichl, K. A. (2000). Children and youth at risk: Some conceptual considerations. Refereed paper prepared for the Pan-Canadian Education Research Agenda Symposium.
  • Schonert-Reichl, K. A., Elliott, J. P., & Bills, D. B. (1994). Gender differences in rural Iowa students' perceptions of the effects of rural schools. Report to the FINE Foundation.
  • Schonert-Reichl, K. A., Elliott, J. P., & Bills, D. B. (1993). The effects of rural schools and communities on adult adjustment: A ten-year follow-up of rural Iowa youth. Report to the FINE Foundation.
  • Elliott, J. P., Schonert-Reichl, K. A., & Bills, D. B. (1992). Addressing the needs of rural "at-risk" postsecondary students: The hidden indicators. Report to the FINE Foundation.
  • Schonert, K. A., Elliott, J. P., & Bills, D. B. (1989). College attendance patterns of rural youth: Results from rural Iowa's class of 1983. Report published by the North Central Regional Educational Laboratory.
  • Bills, D. B., Schonert, K. A., & Elliott, J. P. (1989). The early employment experiences of rural youth: Early results from Iowa's class of 1983. Report published by the North Central Educational Laboratory.
  • Elliott, J. P., Schonert, K. A., & Bills, D. B. (1989). Rural pathways: Rural Iowa's class of 1983 (Executive Summary). Report published by the North Central Educational Laboratory.
  • Schonert, K. A., & Wernimont, Y. (1988). Pursuing Adventures in Learning: Results of a summer pilot program for behaviorally disordered preadolescents. Special report prepared for Youth Homes Inc., Iowa City, IA.

Selected presentations and keynotes

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  • American Educational Research Association (AERA) Annual Meeting – Keynote
  • Society for Research in Child Development (SRCD) Biennial Meeting – Invited Symposium Presenter
  • Collaborative for Academic, Social, and Emotional Learning (CASEL) Exchange – Featured Speaker
  • UNESCO MGIEP International SEL Conference – Plenary Address
  • National Academy of Education/Spencer Foundation Conference – Keynote
  • SEL4US National Summit – Keynote
  • International Conference on Mindfulness in Education – Invited Presenter
  • Education Week Leadership Forum – Panelist
  • Aspen Institute Education & Society Program – Thought Leader Session
  • Alberta Teachers’ Association Annual Conference – Plenary Speaker
  • Whole Child Network Annual Summit – Keynote
  • Education International Global Summit on the Teaching Profession – Invited Address
  • Canadian Society for the Study of Education (CSSE) – Symposium Organizer
  • International School Psychology Association Conference – Keynote
  • Learning and the Brain Conference – Featured Presenter
  • British Columbia Ministry of Education Summit – Plenary Address
  • Stanford University Challenge Success – Invited Talk
  • EdCan Network Well-Being Forum – Keynote
  • Social-Emotional Learning Global Forum (UNESCO, UNICEF, OECD) – Speaker
  • Teachers College, Columbia University – Distinguished Lecture

Awards and honors

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  • 2022 – Ranked as one of the Top Psychology Scientists in Canada in the 2022 Edition of Research.com Rankings
  • 2021 – Janusz Korczak Medal for Children’s Rights Advocacy
  • 2019 – Postsecondary Leader of the Year Award, Canadian EdTech Awards, MindShare Learning Technologies
  • 2015 – Joseph E. Zins Distinguished Scholar Award for Outstanding Contributions to Research in Social and Emotional Learning (SEL)
  • 2014 – Fellow, Mind and Life Institute
  • 2014 – Alumni Wall of Fame Award, Leyden High School, Northlake, Illinois
  • 2010 – Fellow, Botín Platform for Innovation in Education
  • 2009 – Paz Buttedahl Career Achievement Award, Confederation of University Faculty Associations of British Columbia (CUFA BC)
  • 2007 – UBC Killam Teaching Prize for Teaching Excellence at the Undergraduate and Graduate Levels, University of British Columbia
  • 2004 – Vancouver School Board Recognition Award for Outstanding Service in Bringing Research to Educational Practice in Social and Emotional Learning
  • 1988 – Pi Lambda Theta Honorary Educational Fraternity
  • 1980 – Kappa Delta Pi Honorary Educational Fraternity
  • 1980 – Red Tassel Mortar Board Society
  • 1978–1980 – Dean's List, Illinois State University

Media coverage

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Her research has been featured in numerous media outlets, including:

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  1. ^ "Middle Years Development Instrument - Overview". 2022-06-01. Retrieved 2025-03-24.
  2. ^ "Journal of Applied Developmental Psychology | ScienceDirect.com by Elsevier". www.sciencedirect.com. Retrieved 2025-03-24.
  3. ^ Offer, Daniel; Adelson, Joseph (March 1972). "Introductory statement: Youth and adolescence in perspective". Journal of Youth and Adolescence. 1 (1): 1–2. doi:10.1007/bf01537060. ISSN 0047-2891. PMID 24415200.
  4. ^ "School Mental Health". SpringerLink. 2024. Retrieved 2025-03-24.
  5. ^ "B.C. Journal of Special Education". www.learntechlib.org. Retrieved 2025-03-24.
  6. ^ "Social and Emotional Learning in Action: Creating Systemic Change in Schools". Guilford Press. Retrieved 2025-03-24.
  7. ^ Schonert-Reichl, Kimberly A.; Roeser, Robert W., eds. (2016). "Handbook of Mindfulness in Education". Mindfulness in Behavioral Health. doi:10.1007/978-1-4939-3506-2. ISBN 978-1-4939-3504-8. ISSN 2195-9579.
  8. ^ Schonert-Reichl, Kimberly Anne (2023-02-01). "Encouraging Advances in the Science on Mindfulness and Compassion in Schools: Current Research, Lingering Questions, and Future Directions". Mindfulness. 14 (2): 300–306. doi:10.1007/s12671-023-02070-2. ISSN 1868-8535.
  9. ^ Warren, Michael T.; Braun, Summer S.; Schonert-Reichl, Kimberly A. (2024-03-03). "A virtues approach to children's kindness schemas". The Journal of Positive Psychology. 19 (2): 301–314. doi:10.1080/17439760.2023.2170822. ISSN 1743-9760.
  10. ^ Whitehead, Jenna; Schonert-Reichl, Kimberly A.; Oberle, Eva; Boyd, Lara (2023-07-01). "What do Teachers do to Show They Care? Learning From the Voices of Early Adolescents". Journal of Adolescent Research. 38 (4): 726–760. doi:10.1177/07435584221076055. ISSN 0743-5584.
  11. ^ Chan, Melvin Chin-Hao; Schonert-Reichl, Kimberly A.; Binfet, John-Tyler (2022). "Human–Animal Interactions and the Promotion of Social and Emotional Competencies: A Scoping Review". Anthrozoös. 35 (5): 647–692. doi:10.1080/08927936.2022.2042080. Retrieved 2025-03-24.
  12. ^ Emerson, Scott D.; Gagné Petteni, Monique; Guhn, Martin; Oberle, Eva; Georgiades, Katholiki; Milbrath, Constance; Janus, Magdalena; Schonert-Reichl, Kimberly A.; Gadermann, Anne M. (2022-04-01). "Social context factors and refugee children's emotional health". Social Psychiatry and Psychiatric Epidemiology. 57 (4): 829–841. doi:10.1007/s00127-021-02173-y. ISSN 1433-9285. PMID 34562109.
  13. ^ Whitehead, Jenna; Schonert-Reichl, Kimberly A.; Oberle, Eva; Boyd, Lara (2021-07-30). "Development and Validation of a Measure to Assess Early Adolescents' Perceptions of Caring Student-Teacher Relationships". Frontiers in Education. 6. doi:10.3389/feduc.2021.695298. ISSN 2504-284X.
  14. ^ Warren, Michael T.; Schonert-Reichl, Kimberly A.; Gill, Randip; Gadermann, Anne M.; Oberle, Eva (2021-05-07). "Naturalistic development of trait mindfulness: A longitudinal examination of victimization and supportive relationships in early adolescence". PLOS ONE. 16 (5): e0250960. Bibcode:2021PLoSO..1650960W. doi:10.1371/journal.pone.0250960. ISSN 1932-6203. PMC 8104379. PMID 33961643.
  15. ^ Rashedi, Roxanne N.; Rowe, Susan E.; Thompson, Ross A.; Solari, Emily J.; Schonert-Reichl, Kimberly A. (2021-08-01). "A Yoga Intervention for Young Children: Self-Regulation and Emotion Regulation". Journal of Child and Family Studies. 30 (8): 2028–2041. doi:10.1007/s10826-021-01992-6. ISSN 1573-2843. PMC 8188743. PMID 34127901.
  16. ^ Schonert-Reichl, Kimberly A. (2019-07-03). "Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon". Educational Psychologist. 54 (3): 222–232. doi:10.1080/00461520.2019.1633925. ISSN 0046-1520.
  17. ^ Oberle, Eva; Ji, Xuejun R.; Magee, Carly; Guhn, Martin; Schonert-Reichl, Kimberly A.; Gadermann, Anne M. (2019-07-10). "Extracurricular activity profiles and wellbeing in middle childhood: A population-level study". PLOS ONE. 14 (7): e0218488. Bibcode:2019PLoSO..1418488O. doi:10.1371/journal.pone.0218488. ISSN 1932-6203. PMC 6619656. PMID 31291278.
  18. ^ Schonert-Reichl, Kimberly A.; Oberle, Eva; Lawlor, Molly Stewart; Abbott, David; Thomson, Kimberly; Oberlander, Tim F.; Diamond, Adele (January 2015). "Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial". Developmental Psychology. 51 (1): 52–66. doi:10.1037/a0038454. ISSN 1939-0599. PMC 4323355. PMID 25546595.
  19. ^ Roeser, Robert W.; Schonert-Reichl, Kimberly A.; Jha, Amishi; Cullen, Margaret; Wallace, Linda; Wilensky, Rona; Oberle, Eva; Thomson, Kimberly; Taylor, Cynthia; Harrison, Jessica (August 2013). "Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials". Journal of Educational Psychology. 105 (3): 787–804. doi:10.1037/a0032093. ISSN 1939-2176.
  20. ^ Layous, Kristin; Nelson, S. Katherine; Oberle, Eva; Schonert-Reichl, Kimberly A.; Lyubomirsky, Sonja (2012-12-26). "Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and Well-Being". PLOS ONE. 7 (12): e51380. Bibcode:2012PLoSO...751380L. doi:10.1371/journal.pone.0051380. ISSN 1932-6203. PMC 3530573. PMID 23300546.
  21. ^ Schonert-Reichl, Kimberly A.; Lawlor, Molly Stewart (2010-09-01). "The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents' Well-Being and Social and Emotional Competence". Mindfulness. 1 (3): 137–151. doi:10.1007/s12671-010-0011-8. ISSN 1868-8535.
  22. ^ Gadermann, Anne M.; Schonert-Reichl, Kimberly A.; Zumbo, Bruno D. (2010-04-01). "Investigating Validity Evidence of the Satisfaction with Life Scale Adapted for Children". Social Indicators Research. 96 (2): 229–247. doi:10.1007/s11205-009-9474-1. ISSN 1573-0921.
  23. ^ Sullivan, Kelli; Marshall, Sheila K.; Schonert-Reichl, Kimberly A. (2002-09-01). "Do Expectancies Influence Choice of Help-Giver?: Adolescents' Criteria for Selecting an Informal Helper". Journal of Adolescent Research. 17 (5): 509–531. doi:10.1177/0743558402175005. ISSN 0743-5584.
  24. ^ Schonert-Reichl, Kimberly A. (1999-05-01). "Relations of Peer Acceptance, Friendship Adjustment, and Social Behavior to Moral Reasoning During Early Adolescence". The Journal of Early Adolescence. 19 (2): 249–279. doi:10.1177/0272431699019002006. ISSN 0272-4316.
  25. ^ Offer, Daniel; Schonert-Reichl, Kimberly A. (1992-11-01). "Debunking the Myths of Adolescence: Findings from Recent Research". Journal of the American Academy of Child & Adolescent Psychiatry. 31 (6): 1003–1014. doi:10.1097/00004583-199211000-00001. ISSN 0890-8567. PMID 1429396.
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