Cathy Corbin
Assistant Research Professor
About
Dr. Cathy Corbin is an Assistant Research Professor in the Prevention and Intervention Network (PIN) at the University of Florida. Their research aims to promote teachers’ and students’ social-emotional development and well-being by understanding and enhancing: (1) student-teacher relationships, (2) teachers’ social-emotional competencies and occupational health, and (3) the effective implementation of Tier 1 (i.e., universal, delivered to all students) social, emotional, and behavioral programs. Dr. Corbin is also interested in the potential of school-based de-implementation (i.e., the discontinuation or reduced use of low-value and harmful practices) to make resources available for educators’ to successfully implement evidence-based/informed practices. These interrelated lines of inquiry are progressed using advanced quantitative methodology, with a particular emphasis on developing and/or refining measures for research and practice. Dr. Corbin’s work is motivated by a future in which all students and educators have access to the skills, opportunities, and services that will facilitate their school and life success.
Affiliations
- School of Special Education School Psychology and Early Childhood Studies
- Prevention and Intervention Network Center
Research Interests
Emotion, Evidence-based Practices, Implementation Science, Other Issues and Trends, Prevention Science, Primary / Elementary, Quantitative Research, Social/Behavioral Interventions, Stress / Coping
Education
- Ph.D., Educational Psychology and Applied Developmental Science, University of Virginia
- M.A., Education and Social Policy, New York University
- B.A., Psychology, University of California, Santa Barbara
- A.A., Liberal Arts and Sciences, Las Positas College
Professional Appointments
- Affiliated Faculty at University of Washington's School Mental Health Assessment, Research, and Training (SMART) Center
Activities and Honors
- None
Selected Grants
Online and Offline Multiverse Spillover: Mapping the Ecology of Youth Mental Health
Role
- Co-Investigator
Funding Agency
- National Institute of Mental Health
Project Period
- 2024-2029
Award Amount
- $3,762,832
Selected Publications
Articles
- Locke, J., Corbin, C. M., Goosey, R., Collins, V. K., Ehrhart, M. G., Hatch, K., Espeland, C., & Lyon, A. R. (2025). Not getting better but not getting worse: A cluster randomized controlled pilot trial of a leadership implementation strategy. Implementation Research and Practice, 6. https://doi.org/10.1177/26334895241312405
- McLean, L., & Corbin, C. M. (2025). Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts. Teaching and Teacher Education, 156, 104937. https://doi.org/10.1016/j.tate.2025.104937
- Corbin, C. M., Zhang, Y., Ehrhart, M. G., Locke, J., & Lyon, A. R. (2024). Testing an organizational implementation process model related to teachers’ implementation-related attitudes and behaviors: A multilevel mediation analysis. Prevention Science. https://doi.org/10.1007/s11121-024-01722-6
- Locke, J., Corbin, C. M., Ehrhart, M. G., Collins, V. K., & Lyon, A. L. (2024). Helping Educational Leadership Mobilize evidence (HELM): The iterative redesign of the Leadership and Organizational Change for Implementation (LOCI) intervention for use in schools. Implementation Research and Practice, 5. https://doi.org/10.1177/26334895241242523
- Corbin, C. M., Lyon, A. R., Collins, V. K., Ehrhart, M. G., Goosey, R., & Locke, J. (2024). The incremental association of implementation leadership and school personnel burnout beyond transformational leadership. School Psychology, 39(3), 269-279. https://dx.doi.org/10.1037/spq0000577
- Corbin, C. M., Downer, J. T., Lowenstein, A. E., & Brown, J. L. (2023). Reconsidering teachers’ basic psychological needs in relation to well-being across an academic year. Teaching and Teacher Education, 123, 103989. https://doi.org/10.1016/j.tate.2022.103989
- Alamos, P., Corbin, C. M., Klotz, M., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2022). Bidirectional associations among teachers’ burnout and classroom relational climate across an academic year. Journal of School Psychology, 95, 43-57. https://doi.org/10.1016/j.jsp.2022.09.001
- Lyon, A. R., Corbin, C. M., Brown, E. C.. Ehrhart, M. G., Locke, J., Davis, C., Picozzi, E., Aarons, G. A., & Cook, C. R. (2022). Leading the charge in the education sector: Development and validation of the School Implementation Leadership Scale (SILS). Implementation Science, 7(48). https://doi.org/10.1186/s13012-022-01222-7
- Corbin, C. M., Hugh, M. L., Ehrhart, M. G., Locke, J., Davis, C., Brown, E. C., Cook. C. R., & Lyon, A. R. (2022). Teacher perceptions of implementation climate related to feasibility of implementing Schoolwide Positive Behavior Interventions and Supports. School Mental Health, 14, 1057-1069. https://doi.org/10.1007/s12310-022-09528-z
- Corbin, C. M., Downer, J. T., Ruzek, E. A., Lowenstein, A. E., & Brown, J. L. (2020). Correlates of within year change in elementary students’ perceptions of interactions with their teacher. Journal of Applied Developmental Psychology, 69, 1-11. https://doi.org/10.1016/j.appdev.2020.101144
- Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001
Presentations
- Corbin, C. M., Alamos, P., Downer, J. T., & Brown, J. L. (in preparation). Classroom relational climate in relation to elementary students’ academic achievement and social-emotional development. Paper accepted for presentation at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.
- Alamos, P., Corbin, C. M., Downer, J. T., & Brown, J. L. (in preparation). Capturing classroom relational climate using teacher ratings of relational quality with individual students. Paper accepted for presentation at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.
- Corbin, C. M., Trainor, K., Worth, M., & Holmquist, A. (2024, December). Organization- and school-level factors influencing teacher well-being: A systematic scoping review. Poster presented at the 2024 Annual Conference for Advancing School Mental Health, Orlando, FL.
- Hugh, M. L., Corbin, C. M., Smith, K., & Kidd, J. (2024, September). Apples and oranges? Comparing de-implementation in school-wide interventions and healthcare. Poster presented at the Biennial Conference of the Society for Implementation Research Collaboration, Denver, CO.
- Corbin, C. M., Lyon, A. L., Collins, V. K., Goosey, R., Ehrhart, M. G., & Locke, J. (2023, December). Reducing teacher burnout through a strategic implementation support. Paper presented at the Annual Conference on Advancing School Mental Health, New Orleans, LA.
- Corbin, C. M., Zhang, Y., Ehrhart, M. G., Cook, C. R., & Lyon, A. R. (2022, September). Examining the influence of the organizational implementation context in schools. Paper presented at the Biennial Conference of the Society for Implementation Research Collaboration, San Diego, CA.
- Corbin, C. M., Duong, M. T., Gaias, L. M., Brown, E., Kiche, S., Nguyen, L., Chandler, C., Buntain-Ricklefs, J., & Cook, C. R. (2021, October). The impact of an equity-explicit student-teacher relationship intervention on ninth-grade teachers’ emotional exhaustion and multicultural teaching competency. Paper presented at the Annual Conference on Advancing School Mental Health, held virtually during the COVID-19 pandemic.
- Corbin, C. M., Alamos, P., Downer, J. T., & Brown, J. L. (2019, March). Understanding the bidirectional associations between student-teacher relationships and teachers’ wellbeing. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Baltimore, MD.