Sara McDaniel

Professor

The University of Alabama

United States

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Professor Sara McDaniel is a faculty member at the University of Alabama in the United States. Her research interests focus on educational psychology, with recent publications addressing topics such as the implementation of Tier 2 interventions in schools, equity in discipline practices, and the social-emotional needs of students. Professor McDaniel's work emphasizes the importance of addressing systemic issues in education and the role of psychological resources in reducing teacher stress and burnout.

Articles (12)

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2025

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2025

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2023

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2023

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2023

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2023

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2022

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2021

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2021

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2021

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2021

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2021

Collaborators (4)

Youn-Jeng Choi

Ewha Womans University

SOUTH KOREA

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Bradley Bloomfield

Lecturer

MONASH UNIVERSITY

AUSTRALIA

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Rhonda N. T. Nese

University of Oregon

UNITED STATES

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Jason C. Chow

University of Maryland

UNITED STATES

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Sara McDaniel

Research Interests

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About

Articles (12)

“Thankful to Have Extra Hands!”: Teacher and Counselor Perceptions of External Clinicians' Delivery of Coping Power

A Systematic Review of Universal Screening for Social, Emotional, and Behavior Needs in Schools

Teacher stress and burnout: The role of psychological work resources and implications for practitioners

Systematic Literature Review and Meta-Analysis of Coping Power: Effects and Implications for Implementation

“It really was My fault”: examining white supremacy and internalized racism through detained U.S. Black youths’ narratives and counternarratives

‘It’s a Process’: Preliminary Educator Perceptions of Tier 2 Implementation Barriers, Facilitators, and Attitudes

Evaluating School-Level Student Outcomes of a Systematic Tier 2 Framework

Telecoaching to Support Schoolwide Positive Behavior Interventions and Supports in Rural Schools

Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings

Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.

Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

Collaborators (4)

Youn-Jeng Choi

Bradley Bloomfield

Rhonda N. T. Nese

Jason C. Chow

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