Annamma, S., Morrison, D., & Jackson, D. (2014). Disproportionality fills in the gaps: Connections between achievement, discipline and special education in the school-to-prison pipeline. Berkeley Review of Education, 5(1), 53-87.*

Bonanno, G. A., & Burton, C. L. (2013). Regulatory flexibility: An individual differences perspective on coping and emotion regulation. Perspectives on Psychological Science, 8(6), 591–612.*

Cipriano, C., Naples, L. H., Eveleigh, A., Cook, A., Funaro, M., Cassidy, C., & Rappolt-Schlichtmann, G. (2023). A systematic review of student disability and race representation in universal school-based social and emotional learning interventions for elementary school students. Review of Educational Research, 93(1), 73-102.*

Cipriano, C., Strambler, M.J., Naples, L.H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A.K., Eveleigh, A., McCarthy, M., & Funaro, M. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181-1204.*

Croasdaile, S. (2023) Building executive function and motivation in the middle grades: A Universal Design for Learning approach. CAST Publishing.*

Cruz, B., Meca, A., Wright, A., Veniegas, T. K., Allison, K. K., Santibanez, L., Scurry, S. & Gonzales-Backen, M. (2024). Examining the role of identity development and cultural stressors in the establishment of a US identity among Hispanic/Latinx college students. Journal of Latinx Psychology.*

Greenaway, K. H., Kalokerinos, E. K., Hinton, S., & Hawkins, G. E. (2021). Emotion experience and expression goals shape emotion regulation strategy choice. Emotion, 21(7), 1452–1469.*

Henshaw, L. A. (2022). Building trauma-informed approaches in higher education. Behavioral Sciences, 12(10), 368.*

Kayumova, S., & Tippins, D. (2016). Toward re-thinking science education in terms of affective practices: Reflections from the field. Cultural Studies of Science Education, 11, 567-575.*

Losen, D., Hodson, C., Ee, J., & Martinez, T. (2014). Disturbing inequities: Exploring the relationship between racial disparities in special education identification and discipline. Journal of Applied Research on Children, 5(2), 15.*

McMyler, B. (2022). Towards an epistemology of cultural learning. Philosophical Issues, 32(1).*

Milner, H., Cunningham, H., Delale-O’Connor, L., & Kestenbert, E. (2018). “These kids are out of control”: Why we must reimagine “classroom management” for equity. Corwin Press.*

Murray, B. P. (2020). Language and adjustment anxieties of first-year college student English language learners. Journal of Behavioral & Social Sciences, 7(2).*

Nauman, C., Goble, P., Alfaro, E. C., & Weimer, A. A. (2023). Adolescent academic success: Teacher-child interactions as a buffer for early childhood relational adversity. Journal of Child and Family Studies, 32(7), 1895-1910.*

Noguera, P. A. (2003). Schools, prisons, and social implications of punishment: Rethinking disciplinary practices. Theory into Practice, 42(4),341–350.*

Pinochet-Quiroz, P., Lepe-Martínez, N., Gálvez-Gamboa, F., Ramos-Galarza, C., del-Valle-Tapia, M., & Acosta-Rodas, P. (2022). Relationship between cold executive functions and self-regulated learning management in college students. Estudios sobre Educación, 43, 93-113.*

Rimm-Kaufman, S. E., Soland, J., & Kuhfeld, M. (2024). Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender.. American Psychologist. Advance online publication. https://dx.doi.org/10.1037/amp0001357*

Sahi, R. S., He, Z., Silvers, J. A., & Eisenberger, N. I. (2023). One size does not fit all: Decomposing the implementation and differential benefits of social emotion regulation strategies. Emotion, 23(6), 1522–1535.*

Skiba, R., & White, A. (2022). Ever since Little Rock: The history of disciplinary disparities in America’s schools. In Gage, N., Rapa, L. J., Whitford, D. K., & Katsiyannis, A (Eds.), Disproportionality and Social Justice in Education (pp. 3-33). Springer.*

Sperling, J., Lee, V. K., Schmid, L., Gray, M., & Kim, J. Y. (2023). A randomized study of El Sistema-inspired youth music education programming: Evidence addressing executive function and social–emotional learning. Psychology of Aesthetics, Creativity, and the Arts.*

Weathers, M. (2024). Executive functions for every classroom, grades 3-12: Creating safe and predictable learning environments. Corwin Press.*

Winn, M. T. (2018). Justice on both sides: Transforming education through restorative justice. Harvard Education Press.*