Jessica Koslouski

Postdoctoral Research Associate

Department of Educational Psychology

Dr. Jessica Koslouski is an Assistant Research Professor in the Department of Educational Psychology within the Neag School of Education. Dr. Koslouski’s research focuses on the development, implementation, and evaluation of whole child policies and practices in schools. Whole child policies and practices consider students’ development holistically, recognizing that development occurs across multiple domains (e.g., academic, social, emotional, behavioral, health) and is strengthened or hindered by contextual assets and barriers. Dr. Koslouski also supports schools in implementing trauma-informed policies and practices, supporting educators to understand the effects of trauma on development and how schools can support healing and learning. Across projects, Dr. Koslouski works with schools to develop feasible interventions that strengthen trauma-informed and whole child policies and practices so that all children have the opportunity to thrive. She draws on ten years of experience as a special education teacher.

Dr. Koslouski’s current projects include leading the qualitative portions of Project ESSY, a mixed-methods project to develop and evaluate a whole child screener. Project aims include developing a screener that incorporates information across child (e.g., academic, health) and environmental (e.g., housing, food security) indicators. Dr. Koslouski is also leading the mixed-methods evaluation of CDC-funded work to protect and improve the health and well-being of Connecticut school-age children and adolescents. Other projects include researching the acceptability and impact of Feel Your Best Self and working with schools across the country to implement trauma-informed policies and practices.


Pronouns: she/her


Academic Degrees:

Ph.D., Boston University, Counseling Psychology and Applied Human Development

M.Ed., Boston University, Special Education

B.A., Boston College, Elementary Education and Human Development


Areas of Expertise:

whole child approaches

trauma-informed education

school mental health

data visualization

mixed methods research



Koslouski, J. B., Stark, K, & Chafouleas, S. M. (2023). Understanding and responding to the effects of trauma in the classroom: A Primer for Educators. Social and Emotional Learning: Research, Practice, and Policy, 1, 100004.

Koslouski, J. B., Stark, K., Chafouleas, S. M, & Tillman, C. R. (2023). Considering equity of evidence: Examining teachers’ justifications for Direct Behavior Ratings scale scores. School Mental Health, 15, 552-565.

Koslouski, J. B., Wilson-Mendenhall, C. D., Parsafar, P., Goldberg, S. B., Martin, M. Y., & Chafouleas, S. M. (2022). Measuring emotional well-being through subjective report: A scoping review. BMJ Open, 12:e062120.

Koslouski, J. B. (2022). Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices. Frontiers in Education, 7:1005887.

Koslouski, J. B., Skubel, A., Zaff, J. F., & Porche, M.V. (2022). “My story started when I was younger…”: A qualitative analysis of youth’s differential journeys away from school. Journal of Adolescent Research.

Koslouski, J. B. & Stark, K. (2021). Promoting learning for students experiencing adversity and trauma: The everyday, yet profound, actions of teachers. The Elementary School Journal, 121(3), 430-453.


Jess Koslouski
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