Faculty Impact Graduate Student Learning & the PreK-4 Classroom

School of Education faculty, Dr. Reva Mathieu, Assistant Professor of Special Education, and Dr. Kara McGoey, Professor of School Psychology, were awarded the Charles Henry Leach II Fund for Duquesne University, for their project, "Supporting At-Risk, Marginalized Preschool Children by Training Teachers on Self and Co-Regulation Strategies."

This grant will provide graduate students with opportunities to train teachers in co-regulation and self-regulation strategies specifically designed for preschool classrooms. Through this work, graduate students will strengthen their expertise and research skills in applied behavior analysis and school psychology while directly supporting educators in fostering the social-emotional development of young learners. In addition to advancing graduate student training, the funds will contribute to schools and preschool programs by building teacher capacity. Teachers who learn practical, evidence-based strategies for guiding children’s regulation skills are better prepared to create nurturing and inclusive classroom environments.

What makes this initiative especially noteworthy is its challenge to a common assumption in early education: that co-regulation naturally occurs in preschoolers, with the expectation that young children will independently acquire the ability to manage their emotions and behaviors with minimal adult support. In reality, many preschoolers, particularly those with developmental or behavioral needs or those affected by the disruptions of the COVID-19 pandemic, require intentional and structured strategies to build these essential skills.

By focusing on equipping teachers with co-regulation and self-regulation strategies, this project addresses a critical gap in early education. Teachers will gain tools to proactively support children’s development rather than relying on reactive approaches to behavior. Graduate students, in turn, will learn how to translate behavioral principles into accessible and compassionate practices for educators. This research highlights the importance of regulation as a foundational skill for learning, social interaction and long-term success.

Dr. Reva Mathieu and Dr. Kara McGoey’s innovative project exemplifies how faculty-led research prepares graduate students to make an impact—both in their professional development and in the lives of young learners. We look forward to this collaboration unfolding and are excited for the impact all will make in the classroom.

Dr. McGoey serves as faculty in the Ph.D. School Psychology, Psy.D. School Psychology and M.S.Ed. Child Psychology programs. Dr. Mathieu is the program director for the M.S.Ed. ABA and BCBA® programs.