Our Team

Dr. Kimberly A. Schonert-Reichl is the NoVo Foundation Endowed Chair in Social and Emotional Learning and Professor in the Department of Psychology at the University of Illinois at Chicago. From 1991 to 2020, she was a Professor in the Department of Educational and Counseling Psychology, and Special Education in the Faculty of Education at the University of British Columbia (UBC). Dr. Schonert-Reichl received her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and completed her postdoctoral work as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and the Department of Psychiatry at Northwestern University Medical School. Prior to her graduate work, Dr. Schonert-Reichl worked as middle school teacher and then as a teacher at an alternative high school for adolescents identified as at risk for high school completion. Dr. Schonert-Reichl’s research focuses on identification of the processes that foster positive human qualities such as empathy, compassion, altruism, and resiliency in children and adolescents.

Dr. M. Jennifer Kitil earned her Ph.D. in Human Development, Learning, and Culture, at the University of British Columbia, under the supervision of Dr. Kimberly Schonert-Reichl. Prior, she earned her BA in Psychology and MPH in Community Health Sciences from the University of California, Los Angeles. Her research investigates the efficacy of social and emotional learning programs on the well-being of children and youth in school-based settings. She is particularly interested in the role that mindfulness-based practices can have on neurocognitive and self-regulatory processes in the developmental trajectories of psychological well-being and the cultivation of positive human qualities. In her free time, you can find her wandering amongst structures and amidst the forests.

Claire Galloway (she/her) is a fifth-year doctoral candidate in the Community and Applied Developmental Psychology Program at UIC and is the lab manager for Dr. Kimberly Schonert-Reichl’s lab. She graduated from DePaul University with a B.A. in community psychology while researching nervous behavior around police and children coping with chronic pain. Prior to UIC, she worked for a workforce development non-profit for survivors of human trafficking. She received her M.A. in Psychology in 2025 at UIC and is continuing her studies and research, exploring and analyzing classroom ecology, student relationships with peers and teachers, and the assets that best support all students. Her current dissertation work is exploring the well-being and assets of youth in Colombia, research the lab is working on in collaboration with Universidad de San Buenaventura. In her free time, she is most likely to be found watching X-Files and embroidering alongside her cat, Link.

Ashley Bledsoe is a fourth-year Ph.D. student in the Community and Prevention Research program at the University of Illinois Chicago. Her research centers on enhancing the educational experiences of Black youth by examining factors such as ethnic-racial socialization, ethnic-racial identity, and culturally responsive classroom dynamics. She draws on frameworks including Transformative Social and Emotional Learning (T-SEL) and the Phenomenological Variant of Ecological Systems Theory (PVEST). Ashley works in the SEL Lab under Dr. Kimberly Schonert-Reichl, contributing to projects focused on teacher and student evaluations of the MindUP program, adolescent kindness, and whole-school mindfulness interventions. She has presented this work and other projects at national and regional conferences. Through her practicum with CASEL, Ashley supported the development of a Youth Participatory Action Research (YPAR) pilot process. In addition to research, she is passionate about teaching at the collegiate level and using applied, community-engaged methods to promote equity, wellbeing, and meaningful school experiences for Black students.

Pooja Bhanushali is a fourth-year PhD student in the Community and Applied Developmental Psychology program at UIC. She holds a Master’s in Counseling Psychology from SNDT University, India, and a Bachelor’s in Psychology from St. Xavier’s College, India. Intentionally shifting from a curative to a preventative and transformative lens, Pooja has been an SEL Fellow at a non-profit organization, Apni Shala Foundation, facilitating SEL workshops for over 250 students from Mumbai Public Schools and their educators and caregivers. Her research involves studying mindfulness and social-emotional competencies in education systems internationally. She has led a field scan to assess SEL infrastructure internationally, which informed the development of CASEL’s International SEL Fellows program. Pooja received her M.A. in Psychology at UIC in fall of 2026, investigating the mechanisms through which teachers’ social-emotional competencies influence students’ mindfulness and prosocial behaviors.

Hana Nip (she/her) is a Research Coordinator for the SEL Lab. She graduated from the University of California, Irvine with a Bachelor of Arts in Psychological Science in June 2024. Prior to joining the SEL Lab, she worked as the Research Technician for the Mood and Personality Studies Lab, directed by Dr. Jennifer Cheavens, at Ohio State University, where she helped conduct research on how acts of kindness can improve individual well-being and social connection. Her research interests include finding ways to improve adolescent well-being and prosocial behavior through positive psychological interventions, especially those that utilize acts of kindness. In the future, she hopes to work with school districts and counties to develop and implement programs. In her free time, you can find Hana running or biking along the Lakefront Trail, trying out new coffee spots, or cooking for family and friends.

Phoenix Kask (he/him) is a first-year student in the Measurement, Evaluation, Statistics, and Assessment (MESA) program at the University of Illinois Chicago. He earned his B.S. in Psychology with minors in Education and Instructional Design & Training from UIC. His research explores how inclusive, trauma-sensitive, neurodiversity-affirming, and equity-centered approaches to education can foster social and emotional competencies, critical consciousness, and well-being among youth and educators. He is especially interested in critical media literacy as a social and emotional learning tool. Phoenix also focuses on the design and evaluation of educational programs and is passionate about using rigorous qualitative and mixed-methods research to center lived experiences and redistribute power in the research process. His broader goal is to reimagine education as a collaborative, liberatory process that prepares young people to be compassionate, critically engaged citizens in a democratic society—where belonging, dialogue, and social change are not only possible but expected.

Dr. Josh Lovett (he/him) is a recent graduate of the Community & Applied Developmental Psychology Program at UIC and an incoming Assistant Teaching Professor at the University of Tampa. Josh earned his BA in psychology from Duke University, where he also studied education and Korean. Prior to pursuing graduate studies, Josh was a Fulbright Scholar in South Korea, where he spent three years teaching ESL to a wide range of students. For his dissertation, Josh used a mixed-methods approach to explore how teachers integrate social and emotional learning (SEL) into their academic instruction and the individual and contextual factors that shape this integration specifically in rural school contexts. In his free time, Josh loves to listen to true crime podcasts, travel, and watch the weather channel (really!). You can visit his personal website to learn more about him and his work.

Dr. Denise Buote, B.A., B.Ed. (University of British Columbia), M.A. in Clinical Social Work (University of Chicago), Ph.D. (University of British Columbia), is the Director of Arbor Educational & Clinical Consulting Inc. and has dedicated more than 25 years to advancing the well-being of children, youth, and adults through the integration of direct practice, research, evaluation, and education. Her career blends extensive frontline practice and research. Denise has experience as a teacher in both general education and special education, supporting children and youth with diverse learning and behavioral challenges. She has also worked as a therapist in residential and outpatient settings, helping children experiencing trauma-related mental health challenges. In her research and evaluation work, Denise has partnered with schools, non-profit organizations, healthcare organizations, and government agencies to conduct needs assessments, program evaluations, implementation research, and knowledge mobilization initiatives. Her work focuses on strengthening policies, programs, and services that promote positive mental health, social-emotional learning, educational success, and overall well-being across the lifespan. Denise has taught numerous undergraduate and graduate courses in the Faculty of Education at the University of British Columbia and has delivered workshops and intensive professional learning sessions across Canada and internationally on youth development, educational practice, and program evaluation.

Dr. Ulrika Dezé received her Ph.D. in Education at the University of Geneva. Prior to this, she earned her MSE from the University of Geneva and her BS in Public Administration from Panthéon-Assas University in Paris. Additionally, she is the author of illustrated children’s books and educational games that support the development of attentional and social-emotional skills. Ulrika’s teaching, training, and research focus on the design, implementation, and evaluation of well-being programs in educational and community settings, including schools and museums with emphasis on SEL and attention skills.

Dr. Kay Thursby-Bourke graduated with her Ph.D. from UIC in Community and Applied Developmental Psychology in 2025. Her research interests include mentoring relationships and ways in which interpersonal skills, such as empathy or attunement, can be cultivated and developed over time for volunteer mentors. She is now an Assistant Professor of Psychology at Lake Forest College.

Rafiqah Mustafaa, Ph.D., is the Senior Manager of Research and Learning at the Collaborative for Academic, Social, and Emotional Learning (CASEL). In this role, she advances CASEL’s strategy through research–practice partnerships that examine how SEL strengthens student agency and academic success. In her earlier work at CASEL, she supported organizational leadership and staff in tracking progress toward strategic goals and served as a continuous improvement coach for partner districts. Her background is in evaluation capacity building and utilization-focused evaluation for foundations, nonprofits, and public agencies. She holds a Ph.D. in Educational Policy Studies from the University of Illinois at Urbana-Champaign.

Rista Plate, Ph.D., is the Director of Research and Learning at the Collaborative for Academic, Social, and Emotional Learning (CASEL). She earned her PhD in Psychology from the University of Wisconsin–Madison and was a postdoctoral fellow at the MindCORE Center for Outreach, Research, and Education at the University of Pennsylvania, establishing a research program in social and emotional development and learning. At CASEL, her work bridges research, policy, and practice, including collaborating on a nationwide investigation of SEL policy and implementation, a landscape scan of adult social and emotional learning approaches, and ongoing work on Portraits of a Graduate, highlighting the vision’s connection to social and emotional competencies as a vehicle for postsecondary success and workforce readiness.

Valeria Martinez is a third-year undergraduate student at the University of Illinois Chicago. She is currently pursuing her bachelor’s degree in Applied Psychology with a minor in Human Resource Management. She works as a research assistant in the Social and Emotional Learning Lab, where she focuses on students’ emotional and mental well-being. Valeria is also a 2026 summer research fellow through the APA SUPER Fellowship, which supports her  interest in psychological research and social-emotional development.

Taniya Rathi is a Psychology major at the University of Illinois Chicago with minors in Leadership and Entrepreneurship. She works as a research assistant in the Social and Emotional Learning (SEL) Lab, where she supports studies on emotional and social development. Combining her background in psychology and entrepreneurship, Taniya is interested in applying creative and evidence-based strategies to promote growth in educational and organizational contexts.

Areesha Rahim (she/her) graduated with her BA at the University of Illinois Chicago, majoring in Applied Psychology with a minor in Education. She also holds an associate in arts degree and is passionate about community and applied developmental psychology, with a focus on child and adolescent mental health. Areesha is a member of Psi Chi, the International Honor Society in Psychology, and has served as a tutor for undergraduate students. She has also previously volunteered at UI Health. Outside of academics, Areesha enjoys sketching and spending time with her family.

Laith Doleh graduated from the University of Illinois Chicago, receiving his BS in Integrated Health Studies with a minor in Psychology. His end goal is to become a pediatric emergency medicine doctor and specialize in behavioral emergencies. Currently, Laith works as a paramedic and firefighter at a fire department in a suburb near the Illinois-Indiana border. He also volunteers with the American Foundation for Suicide Prevention, the Crisis Text Line, and at Advocate Children’s Hospital.

Isis Bautista is a recent graduate from the University of Illinois Chicago, where she earned her bachelor’s in psychology. She hopes to become a school psychologist in the future and is eager to contribute to the well-being of students. Her current research interests focus on how environmental factors and social relationships affect academic motivation and self-perception in adolescents.

Dr. Linyun Fu is a recent graduate of the Crown Family School of Social Work, Policy, and Practice at the University of Chicago. Her research primarily focuses on the development and evaluation of culturally sensitive, school-based Social-Emotional Learning (SEL) programs for rural Chinese children. Additionally, she explores resilience mechanisms within family, school, community, and policy systems that support vulnerable children. With over six years of experience, Linyun is a community-engaged researcher who has collaborated extensively with an NGO in China to support the development and evaluation of their SEL programs. She is continuing her work at University of Michigan School of Social Work.

Dr. Rebecca Baelen’s research focuses on the design, implementation, and testing of school-based mindfulness and social and emotional learning (SEL) programs for teachers and students. Rebecca is currently the Director of Research and Development at the Center for Reaching and Teaching the Whole Child.

Aynsley Parker, OTD, was a post-bachelors research assistant in the SEL Lab and a teaching assistant at UIC while studying for her BA in psychology. Since her graduation from UIC, she has since received a doctorate in Occupational Therapy from Rush University.

Monique Arguello graduated with her bachelor’s from UIC in Applied Psychology in 2024 and conducted research as a part of UIC’s Summer Research Opportunities Program. She is currently a Youth Development Specialist at at Youth Crossroads.