Monica Romero is an Assistant Professor in the combined School/Clinical Child Psychology program in the Educational Psychology Department. Dr. Romero's research focuses on four lines of inquiry: (1) developing and evaluating culturally and linguistically responsive interventions with a focus on academic, social-emotional learning, and mental health outcomes for emergent bilingual/multilingual learners and Latiné/x students; (2) investigating multi-tiered system of supports (MTSS) and data-based decision making (DBDM) in schools; (3) family-school-community collaboration practices for newcomer students and families; and (4) training and supporting bilingual school psychologists.
Dr. Romero will be reviewing applications in anticipation of taking a student for Fall 2025.
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 emergent bilingual/multilingual learners and Latiné students.
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.
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 semesterYear | Semester | Course |
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2024 | Spring | EDP 383F: Practicum: Level Three |
2023 | Fall | EDP 383C: 6-Academic Assmnt/Interven |
Empower Lab
The EMPOWER Lab develops culturally and linguistically responsive interventions for Latine/x multilingual youths and families. Our interventions support Latine/x youths and families' strengths and resilience in school, home, and community settings. By incorporating culturally and linguistically responsive strategies, we aim to create a more inclusive and equitable educational environment.