Eva is an Assistant Professor with the Human Early Learning Partnership in SPPH. She completed graduate studies in psychology at the University of Heidelberg, earned a PhD in educational psychology from UBC, and conducted postdoctoral research at UIC and CASEL in Chicago. Her research investigates factors linked to positive child development and strategies for promoting mental health and wellbeing in the school context in particular. Her main focus is on social and emotional learning in schools, risk and resilience, and positive youth development. Eva is interested in the role of peer relationships, relationships with adults (e.g., family members, teachers, mentors), and school-level factors (e.g., classroom climate) in achieving positive, healthy, and successful child outcomes. She conducts quantitative research with population-based data, intervention evaluations, and large-scale cross sectional and longitudinal studies. Eva takes a whole-child approach, understanding child development within the ecological contexts in which children grow (i.e., home, school, neighbourhood, society).
Graduate students: Accepting graduate student applications for 2017/18
- Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students 2016 Soc Sci Med Oberle E. , Schonert-Reichl K.
- Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation 2016 Cambridge J Educ. Oberle E. , Domitrovich C. E. , Meyers D. C. , Weissberg R. P.
• Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial 2015 Developmental Psychology Schonert-Reichl K. , Oberle E. , Stewart Lawlor M. , Abbott D. , Thomson K. , Oberlander T.
• Social–emotional competencies make the grade: Predicting academic success in early adolescence
2014 J Applied Dev Psychol Oberle E. , Schonert-Reichl K. , Hertzman C. , Zumbo B.
• The role of supportive adults in promoting positive development in middle childhood: a population-based study
2014 Can J School Pscyhol Oberle E. , Schonert-Reichl K. , Guhn M. , Zumbo B. , Hertzman C.
• Kindness counts: prompting prosocial behavior in preadolescents boosts peer acceptance and well-being. 2013 PLoS ONE Layous K. , Nelson S. K. , Oberle E. , Schonert-Reichl K. , Lyubomirsky S.
• Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials.
2013 Journal of Educational Psychology Roeser R. , Schonert-Reichl K. , Jha A. , Wilensky R. , Oberle E. , Thomson K.
• Relations among peer acceptance, inhibitory control, and math achievement in early adolescence. 2013 Journal of Applied Developmental Psychology Oberle E. , Schonert-Reichl K.
• Mindfulness and inhibitory control in early adolescence 2012 Journal of Early Adolescence Oberle E. , Schonert-Reichl K. , Lawlor M. S. , Thomson K.
• Life satisfaction in early adolescence: Personal, neighborhood, school, family, and peer influences 2011 Journal of Youth and Adolescence Oberle E. , Schonert-Reichl K. , Zumbo B.
• Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance 2010 Journal of Youth and Adolescence Oberle E. , Schonert-Reichl K. , Thomson K.