Tyler Renshaw

Assistant / Associate Professor

Utah State University

United States

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Tyler Renshaw is an Assistant Professor at Utah State University in the United States. His research areas include social-emotional competence in students, open science in school psychology, and the impacts of mindfulness-based interventions. He has authored recent articles focusing on mental health screening models, the effects of racial discrimination on student wellbeing during the pandemic, and strategies for enhancing access to behavioral supports in under-resourced schools.

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Collaborators (7)

Magdalena Zadworna

assistant professor

POLAND

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Melanie M. Domenech Rodriguez

Professor

Utah State University

UNITED STATES

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Erik Reinbergs

Assistant Professor

Utah State University

UNITED STATES

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Kelly Clark

Louisiana State University

UNITED STATES

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Karolina Kossakowska

Assistant professor

Lodz University of Technology

POLAND

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Heather Ormiston

Indiana University Bloomington

UNITED STATES

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Pedro Dias

Associate Professor

University of the Azores

PORTUGAL

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Tyler Renshaw

Research Interests

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About

Articles (22)

Validating an Internalizing Psychopathology Screener for Use with College Students

Stability, Latent Profiles, and Sociodemographic Predictors of Student-Rated Social, Emotional, and Behavioral Risk

A Bottom-Up Approach to Measuring Student Social–Emotional Competence

Advancing Open Science in School Psychology: Opportunities, Innovations, and Future Directions to Support Transparency, Access, and Accountability

The Association Between Online Vicarious Racial/Ethnic Discrimination and Student Subjective Wellbeing During the COVID‐19 Pandemic

Evaluating the Effects of a Teacher-Implemented Mindfulness-Based Intervention on Teacher Stress and Student Prosocial Behavior

Integrated Behavioral Supports: Combining PBIS and SEL at Tier 2

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal

Exploring a dual-factor mental health screening model with children in grades 5–10.

Guidelines for Adapting Mindfulness-Based School Interventions with Youth Who Are Racially and Ethnically Marginalized

Guidelines for Increasing Access to Mindfulness-Based Interventions in Under-Resourced Schools

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes

Factors Shaping a Proactive Plan of Care for Student Mental Health

School mental health care coordination practices: A mixed methods study

Guidelines toward more socially just mental health screening in schools.

Validating the Structure of Proximal and Distal Factors within the Sexual Minority Adolescent Stress Inventory

Measuring Subjective Wellbeing in a School Context: A Polish Version of the Student Subjective Wellbeing Questionnaire

Using Implementation Reporting to Advance Culturally Sensitive and Equity-Focused Mindfulness Programs in Schools

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Evaluating a Unified Screener for Adolescent Internalizing and Externalizing Problems

Dominance of general versus specific aspects of wellbeing on the Student Subjective Wellbeing Questionnaire.

Screening Depression and Anxiety via Brief Measures of Psychological Inflexibility

Collaborators (7)

Magdalena Zadworna

Melanie M. Domenech Rodriguez

Erik Reinbergs

Kelly Clark

Karolina Kossakowska

Heather Ormiston

Pedro Dias

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