- Overview
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Dr. Schanding’s research interests center around social and emotional learning (SEL) and behavioural/mental health (B/MH). His work seeks to promote and enhance the academic, social-emotional, and behavioural/mental health of youth, their families, school, and community. Specific areas of interest include 1) the assessment of SEL and B/MH, 2) interventions to promote/enhance SEL and/or B/MH, and 3) advancing the understanding, inclusion, and promotion of cultural and linguistic considerations for SEL and/or B/MH for youth and families in schools and communities. Clinically, Dr. Schanding has expertise in working with individual with Autism Spectrum Disorders, social, emotional, and behavioural difficulties. He is also very interested in the school experiences of youth identifying as 2SLGBTQIA+.
- Research
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A School Psychology for All: Realizing Evidence-based Practice Through Social Justice
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.Acceptability of Social, Emotional, and Behavioural Screeners in Schools
Examined the acceptability of three types of social, emotional, and behavioural screeners for use in schools. Parents, teachers, school administrators (principals, vice principals, etc.), and school-based mental health professionals (e.g., school psychologists, school counselors, school social workers, etc.) rated three potential screeners – 1) the Strengths and Difficulties Questionnaire (mental health screener), 2) the Social-Emotional Learning Skills Inventory Screener (social and emotional learning screener), and 3) the Center for Youth Wellness Adverse Childhood Events screener (trauma screener).Parental Influence: Exploring the Role of Intergenerational Autism on the Mental Health and Identity of Autistic Adolescents
Autistic adolescents experience higher rates of anxiety and depression than their neurotypical peers, which impacts their social, emotional, and educational functioning. Camouflaging, or masking autistic traits to fit neurotypical norms, is a common coping strategy linked to negative mental health outcomes such as increased anxiety and depression. Emerging research suggests that having other neurodivergent individuals, like autistic parents, in one’s social environment may serve as a protective factor, promoting mental well-being by fostering a sense of belonging and authenticity.Honours & Awards2020 - President’s Distinguished Faculty Research Award, University of Houston – Clear Lake
Is prenatal antidepressant exposure safe for the developing child?
Long-term studies reveal that prenatal antidepressant exposure alone does not determine a child’s development. Instead, ongoing maternal mental health and supportive environments play the biggest role in shaping outcomes across childhood and adolescence.
