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Ha Yeon Kim

Senior Research Scientist, PELE


Ha Yeon Kim is a developmental and educational psychologist interested in understanding effective ways to promote positive academic and social-emotional development in low-resource settings in the U.S. and global context.

Her current work mainly involves the 3EA initiative in partnership with International Rescue Committee (IRC), evaluating IRC's Healing Classrooms remedial support and social and emotional learning (SEL) programs implemented for Syrian refugee children in Lebanon and refugee and local children affected by Boko Haram attacks in Diffa, Niger. For her work on this project thus far, see here

Ha Yeon is a principal investigator and co-principal investigator on research grants awarded by the Dubai Cares, Spencer Foundation, DFID and has collaborated with International Rescue Committee, War Child Holland, and World Bank in various projects. Her research focuses on the role of supportive social interactions and relationships in school and other educational settings, as well as testing impacts of promising policy and school-based intervention programs promoting positive development through building supportive social environment in low-resource context.

Prior to Global TIES, she was a postdoctoral fellow at Harvard Graduate School of Education, where she worked on a project testing the impact of a low-intensity literacy intervention program, Word Generation (Catalyzing Comprehension through Discussion and Debate: PI: Catherine Snow & Suzanne Donovan). See here for her work with Word Generation. She holds PhD in Developmental Psychology from New York University, MA in Child Development (Specialization: Early Childhood Education) and BA in Child Development and Family Studies from Seoul National University.

Twitter handle @hayeonkim_dr


Selected Publications

Tubbs Dolan, C., KIm, H. Y., Brown, L., Gjicali, K., & Aber, J. L. (under revision). Supporting Syrian refugee children in formal education systems: A cluster randomized controlled trial of non-formal remedial and mindfulness programs in Lebanon.

Kim, H. Y., Gjicali, K., Wu, Z. Tubbs Dolan, C. (under review). Teachers’ Observations of Learners’ Social and Emotional Learning (TOOLSEL): Psychometric Evidence for Use in Program Evaluation in Education in Emergencies.

Kim, H. Y., Brown, L., Tubbs Dolan, C., Sheridan, M., & Aber, J. L. (2020). Post-migration risks, developmental processes, and learning among Syrian refugee children in Lebanon. Journal of Applied Developmental Psychology, 69, 101142.

Jones, S. M., Kim, J., LaRusso, M, Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., Donovan, S, Snow, C. (2019). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high poverty middle schools. Journal of Research in Educational Effectiveness.12, 448-483.

Ford, C., Kim, H. Y., Brown, L., Aber, J. L. & Sheridan, M. (2019). A cognitive assessment tool designed for data collection in the field in low- and middle-income countries. Research in Comparative and International Education. 14, 141-157.

Cappella, E., Schwartz, K., Hill, J., Kim, H. Y., & Seidman, E. (2019). A national sample of 8th grade students: The impact of middle grade schools on academic and psychosocial competence. Journal of Early Adolescence. 39, 267-200.

Kim, H. Y., Hsin, L. B., & Snow, C. E. (2018). Reducing the academic inequalities for English language learners: Variation in experimental effects of Word Generation in high poverty middle schools. International Journal of Bilingual Education and Bilingualism.

Kim, H. Y., LaRusso, M., Hsin, L., Selman, R. L., Snow, C. (2018). Social perspective taking: Construct, measurement, and relations with academic performance and engagement. Journal of Applied Developmental Psychology. 57, 24-41.

Cappella, E., Jackson, D., Kim, H. Y., Bilal, C., & Holland, S. (2016). Implementation of teacher consultation and coaching in urban schools: A mixed method study. School Mental Health.8, 222-237

Kim, H. Y. & Cappella, E. (2016). Mapping the social world of urban classrooms: A multi-level, multi-reporter approach to social processes and behavioral engagement. American Journal of Community Psychology. 57, 20-35.

LaRusso, M., Kim, H. Y., Selman, R. Uccelli, P., Dawson, T., Jones, S. Donovan, S. & Snow, C. (2016). Contributions of academic language, perspective taking, and complex reasoning to deep reading comprehension. Journal of Research in Educational Effectiveness. 9, 201-222.

Kim, H. Y. & Suárez-Orozco, C. (2015). The language of learning: Academic engagement of newcomer immigrant youth. Journal of Research on Adolescence, 25, 229-245.

Kim, H. Y., Schwartz, K., Cappella, E., Seidman, E. (2014). Navigating middle grades: Role of social contexts in middle school climate. American Journal of Community Psychology. 54, 28-45.

Cappella, E., Kim, H. Y., Neal, J. W., & Jackson, D. (2013). Classroom peer relationships and academic engagement in elementary school: The role of social network equity. American Journal of Community Psychology. 52, 367-379.

Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology. 80, 597-610.

Suárez-Orozco, C., Bang, H. J., & Kim, H. Y. (2011). I felt like my heart was staying behind: Psychological implications of family separations and reunifications for immigrant youth. Journal of Adolescent Research. 26, 222-225.

Suárez-Orozco, C., Kim, H. Y., & Bang, H. J. (2011). “Getting used to each other:” Immigrant youth’s family reunification experience. Child Studies in Asian-Pacific Contexts. 1, 1-23. (International)