Research Interests

Special Education

Education

• Ph.D. in Educational Psychology, 2016, University of North Carolina at Chapel Hill
• M.A. in Classics, 2009, Victoria University of Wellington
• B.A. in Classics, 2006, Wake Forest University

Selected Grants

Selected Publications

• Brunsting, N. C., Stark, K. Bettini, E., Lane, K. L., Common, E. A., Royer, D. J., & Rock, M. (Accepted). Special educators’ self-efficacy, burnout, and intent to stay in teaching. Behavior Disorders.
• Scott, L. A., Bettini, E., & Brunsting, N. C. (2023). Special education teachers of color burnout, working conditions, and recommendations for EBD research. Invited manuscript for special issue, Journal of Emotional and Behavioral Disorders. Advance Online Publication. https://doi.org/10.1177/10634266221146495
• Brunsting, N. C., Bettini, E., Rock, M., Common, E. A., Royer, D. J., Lane, K. L., Xie, F., +Chen, A., & Zeng, F. (2023). Working conditions and burnout of special educators of students with EBD: Longitudinal Outcomes. Teacher Education and Special Education. 46(1), 44-64. https://doi.org/10.1177/08884064221076159
• Bettini, E., Brunsting, N. C., Scott, L. A., Kaler, L., Parker Moore, D., O’Brien, K. M., & Cumming, M. C. (2022). Experiences of working conditions among special education teachers of color serving students with EBD. Journal of Emotional and Behavioral Disorders, 30(2), 96-110. https://doi.org/10.1177/10634266221077698
• Brunsting, N. C., Bettini, E., Rock, M., Royer, D. J., Common, E. A., Lane, K. L., *Xie, F., +Chen, A., & *Zeng, F. (2022). Burnout of special educators serving students with emotional-behavioral disorders: A longitudinal study. Remedial and Special Education, 43(3), 160-171. https://doi.org/10.1177/07419325211030562
• Cumming, M., O’Brien, K. M., Brunsting, N. C., & Bettini, E. (2021). Special educators’ working conditions, self-efficacy, and instructional and behavior management practice use with students with Emotional/Behavioral Disorders in self-contained settings. Remedial and Special Education, 42, 220-234. https://doi.org/10.1177/0741932520924121
• Lane, K. L., Oakes, W. P., Royer, D. J., Menzies, H. M., Brunsting, N. C., Buckman, M. M., Common, E. A., Schatschneider, C., & Lane, K. S. (2021). Secondary teachers’ self-efficacy during initial implementation of comprehensive, integrated, three-tiered models of prevention. Journal of Positive Behavior Interventions, 23(4), 232-244. https://doi.org/10.1177/1098300720946628
• Oakes, W. P., Lane, K. L., Royer, D. J., Menzies, H. M., Buckman, M. M., Brunsting, N. C., Cantwell, E. D., & Schatschneider, C. (2021). Elementary Teachers’ self-efficacy during initial implementation of comprehensive, integrated, three-tiered models of prevention. Journal of Positive Behavior Interventions, 23, 93-105. https://doi.org/10.1177/1098300720916718
• Bettini, E., Cumming, M., O’Brien, K. M., Brunsting, N. C., Ragunanthan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators' intent to continue teaching students with emotional/behavioral disorders in self-contained classes. Exceptional Children, 86(2), 209-228. https://doi.org/10.1177/0014402919873556