Monica E. Romero is an assistant professor in the combined School/Clinical Child Psychology program in the Educational Psychology Department. As a bilingual and bicultural scholar, she is dedicated to advancing culturally and linguistically responsive, strengths-based interventions and assessments that expand access to mental health, social-emotional learning, and academic support, promoting well-being among Latine youths and families.
Dr. Romero leads and collaborates on authentic community-based partnered research focused on advancing caregivers' mental health and the social-emotional, behavioral, academic, and mental health development of Latina girls and Latine immigrant youth. Her work also emphasizes supporting early literacy outcomes for emergent bilingual/multilingual youth to strengthen early literacy and social-emotional learning skills. Dr. Romero is deeply committed to re-envisioning the field of school psychology by developing, evaluating, and disseminating culturally and linguistically responsive, school-community based models that promote equity and belonging. Her scholarship also centers on increasing Latine representation in school psychology, supporting the success of women of color in graduate training, and advancing efforts to decolonize the field.
Dr. Romero may be accepting new doctoral students in Fall 2026.
Ph.D. in School Psychology, University of Missouri
M.A. in School Psychology, University of Missouri
B.A. in Psychology and Sociology, University of California, Santa Barbara
Investigates culturally and linguistically responsive interventions and assessments for Latiné students.
Romero, M., Burns, M., Wan, H., Abdelnaby, H. & Crawford, T. (2025). A Meta Analysis on the Effects of Peer Tutoring on Emergent Bilinguals Academic Achievement. Psychology in the Schools. doi:https://doi.org/10.1002/pits.23443.
Romero, M., Hung, A. & Whitney, S. (2024). Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students Reading Achievement. Early Childhood Education Journal. doi:10.1007/s10643-024-01707-8.
Burns, M., Duesenberg-Marshall, M., Sussman-Dawson, K., Romero, M., Wilson, D. & Felton, M. (2023). Effects of targeting reading interventions: Testing a skill-by-treatment interaction in an applied setting. Preventing School Failure. doi:https://doi.org/10.1080/1045988X.2023.2177982.
McCall, C., Romero, M., Yang, W. & Weigand, T. (2023). A Call for Equity-Focused Social-Emotional Learning. School Psychology Review. doi:https://doi.org/10.1080/2372966X.2022.2093125.
Smith, T., Holmes, S., Romero, M. & Sheridan, M. (2022). Evaluating the effects of family-school engagement interventions on parent-teacher relationships: A meta-analysis. School Mental Health. doi:https://doi.org/10.1080/1045988X.2022.2070589.
HSI Mental Health Small Grant, Latino Research Institute (2025 - 2025)
Early Career Scholar, Society for the Study of School Psychology (SSSP) (2023)
Institute on Mixture Modeling Equity Oriented Researchers, Scholars, and Educators, Institute of Education Sciences (2023)
Dissertation grant, Society for the Study of School Psychology (2021 - 2022)
Courses by year and semester| Year | Semester | Course |
|---|
| 2024 | Spring | EDP 383F: Practicum: Level Three |
| 2023 | Fall | EDP 383C: 6-Academic Assmnt/Interven |
Empower Lab
We work to empower the academic and psychological outcomes for Latine/x multilingual children and families.
