Sebrina L. Doyle Fosco

My interests focus on exploring novel and sustainable ways to support wellbeing for adults working in high-stress services such as school, community mental health, and juvenile justice. My current research centers on the use of evidence-informed mindfulness-based programming and social and emotional learning (SEL) for youth and adults in educational settings. As a researcher-practitioner I am actively involved with facilitating programs like Cultivating Awareness and Resilience in Education in addition to researching outcomes and best practices for implementation. I also consider issues that affect ongoing use of evidence-based programs through the development of implementation monitoring tools and undertaking program cost analysis. I engage in mixed-methods research, incorporating qualitative and quantitative methods as a means for understanding how interventions work, for whom, and under what conditions. I am not able to accept new students for fall 2026.

Doyle Fosco, S. L. (2024) Cultivating awareness and resilience in education: Caring for yourself so you have the resources to care for others. In Carpenter, B, Mahfouz, J., & Robinson, K. (Eds.) Supporting Leaders for School Improvement Through Self-Care and Wellbeing (pp. 317-336). Information Age Publishing. Doyle Fosco, S.L., Rutten, L. & Schussler, D.L. (2023) Understanding the relationship between teacher leadership and teacher wellbeing: A narrative review of the theoretical and empirical literature. International Journal of Teacher Leadership. https://files.eric.ed.gov/fulltext/EJ1420334.pdf Schussler, D.L., Doyle Fosco, S.L., Kohler, K. (2023) The core curricular content of school-based mindfulness programs. School Mental Health. doi.org/10.1007/s12310-023-09623-9 Doyle Fosco, S.L.