Dr. Low’s program of research focuses on social-contextual influences on development using life-span, and dyadic dynamic systems frameworks, with an emphasis on adolescent outcomes. As a prevention scientist, she engages in school and family-based interventions to promote healthy relationships and healthy, equitable and safe school climates. Dr. Low is currently looking for students to assist on a series of projects focused on 1) understanding how the peer, family and school systems that contribute to the achievement gap, 2) the role of software-assisted collaborative learning interventions in reducing the achievement gap, and 3) understanding the role of peers, discrimination and school success for disadvantaged youth.
Prevention of violence across lifespan; parent, peer and siblings influences on positive youth development; family and school-level intervention; sociocultural influences on parenting and child development; translational research
Publications
Espelage, D., Polanin, J., & Low, S. Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School Psychology Quarterly (2014).
Low, S., & Van Ryzin, M. The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly (2014).
. Understanding school climate, aggression, peer victimization, and bully perpetration: Contemporary science, practice, and policy. (2014).
Espelage, D., Low, S., Brown, R., & Polanin, J. Impact of a middle school program to reduce aggression, victimization and sexual violence. Journal of Adolescent Health (2013).
Espelage, D.L., Hong, J.S., Rao, M.A., & Low, S. Associations between peer victimization and academic performance. Theory into Practice (2013).
Low, S., & Smith, B. The role of SEL in bullying prevention. Theory into Practice (2013).
Low, S., Espelage, D., & Polanin, J. The role of social networks in relational and physical aggression among young adolescents. Journal of Youth and Adolescence (2013).
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. Engagement matters: lessons from assessing classroom implementation of Steps to Respect: a bullying prevention program over a one-year period. Prevention Science (2013).
Low, Sabina. Use of a Social–Ecological Framework to Understand How and Under What Conditions Family Violence Exposure Affects Children’s Adjustment. Journal of Family Violence (2013).
Snyder, J., Low, S. et al. Timing, Sequence, Duration, and Mutual Entrainment of Changes in Parenting Practices Engendered by Behavioral Parent Training. Journal of Family Psychology (2013).
. . Review of: How to stop bullying in classrooms and schools (2012).
Research Activity
Low,Sabina Michelle*. Predicting Intimate Partner Violence for At-Risk Young Adults and Their Romantic Partners. (1/1/2014 - 12/31/2015).
Low,Sabina Michelle*. Bullying Sexual and Dating Violence Trajectories From Early to Late Adolescence. UNIV OF ILLINOIS - CHAMP/URBAN(9/1/2012 - 12/31/2013).
Low,Sabina Michelle*, Low,Sabina. Second Step Efficacy Study. UNIV OF WASHINGTON(7/1/2012 - 12/31/2015).
Espelage, D., Low, S., & De LaRue, L. Results of a longitudinal study of bullying and teen dating violence across early to late adolescence. APA (Aug 2013).
Espelage, D., Low, S., & Anderson, C. Relation between bullying and teen dating violence perpetration across early to late adolescence. ASC (Jul 2013).
Espelage, D., Low, S. & De LaRue, L. Understanding risk factors and correlates of teen dating violence: Implications for healthy romantic relationships. SRCD (Mar 2013).
