Jennifer Greif Green
Professor
Dr. Jennifer Greif Green is a professor in special education and a child clinical psychologist at Boston University Wheelock College of Education & Human Development. Her research focuses on supporting student mental health and well-being. She conducts studies on teacher identification of students with mental health needs and reducing racial/ethnic disparities in mental health service access, and she has evaluated school-based mental health promotion activities and bullying prevention programs. She also co-directs the Social Adjustment & Bullying Prevention Laboratory.
Dr. Green partners with a number of local schools and districts in her research. Her work has been funded by the National Institutes of Health, National Institute of Justice, Centers for Disease Control, Office of Special Education Programs, Spencer Foundation, MetroWest Community Health Foundation, and Deborah Munroe Noonan Memorial Research Fund.
Recent News
- Can We Make School Safe and Supportive for All?
- Three BU Wheelock Faculty Promoted to Full Professor
- Promoting Strength and Resilience among Transgender and Nonbinary Adolescents
- Why Do Teens From Marginalized Populations Get Bullied?
- Teachers Have an Important Role to Play in Children’s Mental Health
- How a Sense of Belonging in Schools Supports Transgender and Gender Diverse Youth
- Partnership Supports COVID-19 Stress Education Course for Schools
- Study Finds Disparities in Educational Placement for Students with Emotional and Behavioral Disorders
- BU Wheelock and UConn Neag Partner to Prepare Doctoral Students
- New Study Explores Police Response to School Mental Health Incidents
In the Media
- After Georgia Shooting, Should Schools Be Required to Have Threat Assessment Teams?
- Data on Policing in MA Schools is Spotty as Mental Health Needs Rise
- How Will Anti-Trans Laws Impact Transgender and Gender-Diverse Youth Mental Health?
- What to Know about Cyberbullying
- Teachers Often Struggle to Address Mass Traumatic Events in Class
- How Should Teachers and Parents Talk about the Uvalde School Shooting with Their Children?
- Recent Incidents of Violence in Mass. Schools Raise Questions for Parents
Education
PhD, Counseling/Clinical/School Psychology, University of California, Santa Barbara
MA, Counseling Psychology, University of California, Santa Barbara
BA, Psychology, Brandeis University
Courses
WED SE 502 – Behavioral and Emotional Problems: Challenges and Methods
WED SE 533 – The Families of Children with Special Needs
WED RS 600 – Introduction to Research
WED SE 805 – Research Work in Special Education
Selected Publications
Green, J. G., Ramirez, M., Merrin, G. J., & Holt, M. K. (2024). Bias-Based Harassment Among US Adolescents. School Mental Health, 1-11.
Katz-Wise, S. L., Ranker, L. R., Kraus, A. D., Wang, Y. C., Xuan, Z., Green, J. G., & Holt, M. (2024). Fluidity in gender identity and sexual orientation identity in transgender and nonbinary youth. The Journal of Sex Research, 61(9), 1367-1376.
Fusco, N. V., Holt, M. K., Merrin, G. J., & Green, J. G. (2024). Social–emotional functioning among bias-based bullies, victims, and bully-victims. School psychology.
Holt, M. K., Ranker, L. R., Kraus, A. D., Xuan, Z., Green, J. G., Katz-Wise, S. L., & Morales, K. (2024). Recruitment of a US Nation-Wide Sample of Transgender and Gender Diverse Youth. Journal of Adolescent Health.
Augsberger, A., Carroll, M., Howard, R. C., Ng, G., Maldonado-Reis, T., Amador, A., ... & Green, J. G. (2024). Youth mental health crisis response: a multiple methods study to map resources and identify facilitators and barriers to service access. School Mental Health, 16(1), 95-110.
Parodi, K. B., Barnes, E. D., Green, J. G., Holt, M. K., & Grills, A. E. (2024). A review of US nationally representative data sources of child and adolescent anxiety. Journal of Mood & Anxiety Disorders, 100047.
Shah, T. N., Parodi, K. B., Holt, M. K., Green, J. G., Katz-Wise, S. L., Kraus, A. D., ... & Ji, Y. (2024). A qualitative exploration of how transgender and non-binary adolescents define and identify supports. Journal of Adolescent Research, 39(1), 133-164.