Research Spotlight: Melissa Mariani
Q & A with Melissa Mariani, Ph. D., Associate Professor in the School of Human Development and Organizational Studies in Education
What research are you currently working on?
I recently completed an American School Counselor Association (ASCA) Research grant that examined the impact of improving counselor-to-student ratios in high-need, Title I schools. This study, conducted through a partnership between at my prior university and a large, neighboring school district, analyzed de-identified, retrospective student data in schools where bilingual/bicultural (ESOL/ELL) counselors who completed school counseling degrees between 2001 to 2019 were placed. The findings revealed that lower counselor-to-student ratios were associated with significant improvements in student attendance, behavior, and academic achievement. The results will be published in an ASCA Research Report by the end of the year, and further analysis is planned for submission to a peer-reviewed journal.
What is the broader impact of your research?
My research significantly contributes to the fields of counselor education and school counseling, particularly in enhancing the mental health and social-emotional well-being of students. The studies I have conducted, often in collaboration with students and colleagues, focus on evidence-based interventions and practices that directly address critical issues such as mental health screening, perfectionism, social-emotional skills development, and conflict resolution among K-12 students. One of the central themes of my work is the development and evaluation of school-based programs that foster a positive educational environment. For example, the implementation of universal mental health screeners and the Student Success Skills (SSS) program has demonstrated substantial improvements in students’ academic and social-emotional outcomes. These programs are designed to be replicable and scalable, making them accessible to schools across diverse socio-economic contexts.
My contributions to the field are not limited to research but extend to curriculum and program development, as evidenced by my work on the SSS for SEL Success curriculum, which aims to prevent violence, build pro-social skills, and create a positive school climate. The impact of this work is seen in the increased adoption of these programs in schools and the positive outcomes reported by educators and students alike. Furthermore, my collaborative publications, book chapters, and contributions to encyclopedias provide a rich resource for educators, school counselors, and policymakers. By bridging the gap between research and practice, my work empowers educators with the tools and knowledge they need to support students’ mental health and academic success, ultimately contributing to the overall well-being of the educational community.
What other research topics are you interested in?
In addition to my work on mental health screening, social-emotional learning, and school-based interventions, I am deeply interested in exploring several other research topics that align with my commitment to improving student outcomes and enhancing counselor education. I am particularly interested in developing and evaluating comprehensive approaches to school safety, including crisis intervention strategies. My ongoing work in this area, such as the upcoming publication on practical guidance for school counselors in crisis situations, seeks to equip educators with the tools necessary to ensure a safe and supportive learning environment. Another area of interest is the application and refinement of MTSS in schools. I aim to explore how evidence-based practices can be integrated into these systems to support students at various levels of need, particularly in the context of social-emotional learning and mental health. As technology continues to evolve, I am interested in investigating how digital tools and platforms can enhance counseling practices, especially in remote or underserved areas. This includes exploring the efficacy of virtual interventions and the use of data-driven approaches to monitor and support student progress. Understanding the diverse backgrounds of students is crucial in delivering effective counseling services. I am interested in researching strategies to improve cultural competency among school counselors, ensuring that interventions are inclusive and responsive to the needs of all students, particularly those from marginalized communities. Lastly, I am interested in conducting longitudinal research that tracks the long-term impact of school counseling interventions on student outcomes, including academic achievement, mental health, and post-secondary success. This research would provide valuable insights into the sustained effects of counseling practices and help refine these interventions over time. These areas of interest reflect my broader goal of advancing the field of counselor education through research that is both innovative and directly applicable to real-world educational settings.
