Dr. Bottiani's research focuses on measurement and intervention to improve adolescent experiences of school climate and school discipline. She has extensive experience developing, validating, administering, and analyzing statewide student reported survey data on school climate and classroom observational tools. Her applied intervention research aims to help build school capacities in culturally responsive and racially just practices through several federally-funded RCTs including NIH, IES, and NIJ. She serves on the School Psychology Review editorial board.
Discusses how now more than ever, teachers are experiencing tremendous demands on the job, often with insufficient resources to manage them, particularly in urban schools. Examines how the resulting stress and burnout are unhealthy for teachers and, as this study found, tied to the quality of their instruction.
Characterizes schools based on excess suspension of Black students and asked, ‘what message does this differential treatment send to kids about their place in the school?’”. Finds the discipline gap is tied to negative schooling experiences for Black students, whether they are suspended or not.