Chafouleas's research focuses on supporting school system implementation of evidence-informed practices and expertise in areas of integrated health and learning (whole child), school mental health, and behavior assessment. Overarching themes in Chafouleas's writings include working with schools and families to support child well-being, with work appearing across diverse multi-media outlets. Chafouleas serves as co-director of the UConn Collaboratory on School and Child Health, an interdisciplinary resource to innovative and impactful connections across research, policy, and practice arenas to advance equity in school and child health.
In the News
Focuses on the challenges and opportunities of using structured data from administrative and publicly available data sources, such as school records; demographic data; or public health records, in conjunction with traditional survey data. Illustrates several issues associated with managing large, multifaceted, multisource datasets.
Uses a nationally representative sample of U.S. public school districts and explores the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise.
Compares stakeholders’ knowledge, beliefs, and opinions regarding school-based approaches to identifying/ supporting students at risk for social, emotional, and behavioral (SEB) challenges. Discusses responses obtained from various stakeholder samples within 1330 US school districts. Shows how stakeholders generally reported being knowledgeable about SEB problems and school-based approaches believed student SEB problems should be a prioritized concern and identified using screening.