Author: Jaclyn Severance


Young female student studying with laptop.

College Students With Disabilities on Online Learning Transition

March 22, 2021

Neag School faculty members and other colleagues are co-authors of a new study, recently published in the Journal of Postsecondary Education and Disability, that examined the impact of the rapid transition to online learning during the spring 2020 academic semester on college students with disabilities. The researchers conducted a national survey of more than 340 students in both two and four-year programs to measure the perceptions of college students with disabilities about their experiences.


African American male teen looks at cellphone, fellow teens are in the back.

Online Racism Leads to Real-World Mental Health Challenges

February 25, 2021

For college students of color who encounter online racism, the effect of racialized aggressions and assaults reaches far beyond any single social media feed and can lead to real and significant mental health impacts – even more significant than in-person experiences of racial discrimination, according to a recently published study from researchers at UConn and Boston College.


Two young females sit side-by-side.

Citing Friendship, in Academia and Beyond

December 21, 2020

We call them our colleagues, our peers, our mentors, or our coworkers – they are the people in our professional lives that also share in the details of our personal lives, who we associate with voluntarily, and who we trust with our thoughts, our experiences, and our fears.

Outside of work, we might call these relationships “friendships,” but it’s rarer to hear that particular f-word at the office – and the reason has to do with more than just semantics.


Little girl with face mask gets temp checked.

Q&A: Schooling, Caregiving, and Emotional Support During COVID

October 14, 2020

Editor’s Note: The following piece was originally published in UConn Today. In-person, hybrid, remote, and/or home-school – the options for K-12 schooling during the pandemic are complicated, each with their own pros and cons. UConn Today asked psychologist Sandra Chafouleas, Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology, […]


Sandra Chafouleas

Exploring School-Age Social, Emotional, and Behavioral Health

January 31, 2020

Because prevention and early intervention are key, schools are increasingly turned to as the primary identifiers of social, emotional, and behavioral needs, and though numerous screening tools exist, gaps remain between school-based screening initiatives and receipt of services. Through a four-year federally funded project, UConn researchers looked at school districts across the country to better understand how screening tools are being employed, and what factors influence their use.


Educational psychology professor Brandi Simonsen, an expert on behavioral issues in schools, discusses the use of seclusion and restraint and the alternatives to their use. (Sean Flynn/UConn Photo)

UConn Expert Discusses Restraint and Seclusion in Public Schools

April 4, 2019

As federal lawmakers prepare to debate legislation greatly reducing the use of restraints – and eliminating the use of seclusion – in public schools, a recent hearing of the U.S. House of Representatives Subcommittee on Early Childhood, Elementary, and Secondary Education focused on the use of restraint and seclusion and featured testimony from UConn expert George Sugai. We asked Brandi Simonsen, a professor of special education in UConn’s Department of Educational Psychology at the Neag School of Education and co-director of the Center for Behavioral Education and Research, about the use of restraint and seclusion and whether the federal government has a role to play in regulating their use in public schools.


Pupils In class using digital tablets. Source: Thinkstock

Report Recommends Ways to Promote Equity in Charter Schools

March 7, 2019

Charter schools should only have a place in our public education landscape if they further the public policy goal of advancing educational equity, according to a new report from professors at the University of Connecticut and the University of Wisconsin-Madison.