Jennifer Frank

Center Research Faculty

Current Vita

Ph.D., University of Wisconsin-Madison

Assistant Professor of Education

Senior Research Associate, Bennett Pierce Prevention Research Center for the Promotion of Human Development

Contact Information

308 CEDAR Buidling
(814) 867-2865

316C Biobehavioral Health Building
(814) 867-3015


Research Interests

School-based prevention; implementation/adaptation of evidence-based programs; sustainability; developmental psychopathology; family-based interventions; social-emotional learning; mindfulness-based interventions

Online Articles/Audio/YouTube

Prevention Researchers to Examine Effectiveness of Communities That Care Model

University Park, PA (July 9, 2015) PennStateNews

Students Find Calm Through Mindfulness and Guided Meditation
NPR/WHYY The Pulse (July 24, 2014)

Prevention Research Center Receives $1.4 Million Mindfulness Research Grant
University Park, PA (July 9, 2014) PennStateNews

Zen State: Researchers, Students Link Contemplation with Well-Being
University Park, PA (April 2, 2014) PennStateNews

Research Partnership Brings Mindfulness/Yoga Practices to Schools in Middle East
University Park, PA (January 9, 2014) PennStateNews

Examples of Current Prevention Projects

Promoting Adolescent Well Being Through Emotion Regulation Skills Instruction

U.S. Department of Education
Start Date: 2014

The aim of this project is to complete the development and evaluation of the Learning to BREATHE program, a curriculum designed to facilitate the development of attention and emotion regulation skills within the context of public high schools.

Stress Exposure and Immune Outcomes in Children

Start Date: 2012

The purpose of this study is to determine how early exposure to psychosocial stress affects children’s immune outcomes and health and refine developmental and clinical models of the developing interplay between psychosocial stress and stress in children through the examination of inflammatory biomarkers (circulating levels of the pro-inflammatory cytokines IL-6 and TNF-alpha and the acute phase protein CRP) and indicators of glucocorticoid resistance.

Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial

U.S. Department of Education
Start Date: 2012

To complete a multi-site cluster randomized controlled trial to determine the efficacy of the Cultivating Awareness and Resilience in Education (CARE) teacher professional development program in the context of New York City public elementary schools.

Recent Publications

Broderick, P. C., & Frank, J. L. (in press). Learning to BREATHE: An intervention fostering mindful attention awareness. New Directions in Youth Development.

Frank, J. L., & Bose, B. K. (2014). Effectiveness of a school-based yoga program on adolescent mental health, stress coping strategies, and attitudes towards violence: Findings from a high-risk sample. Journal of Applied School Psychology, 30, 29–49.

Frank, J. L., Broderick, P. A., Reibel, D., Cantrell, T., & Metz, S. (2013). The effectiveness of mindfulness-based stress reduction therapy on educator stress and well-being: Results from a pilot trial. Mindfulness Advance online publication. doi: 10.1007/s12671-013-0246-2

Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2013). Mindfulness-based interventions in school settings: An introduction to the special series. Research in Human Development, 10, 205–210.

Felver, J. C., Frank, J. L., & McEachern, A. (2013). Effectiveness of the Soles of the Feet Mindfulness-Based Intervention with elementary school students. Mindfulness. Advance online publication. doi: 10.1007/s12671-013-0238-2

Jennings, P. A., Frank, J. L., Snowberg, K., Coccia, M., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390

Metz, S. M., Frank, J. L., Reibel, D.,Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the Learning to Breathe program on adolescent emotion regulation. Research in Human Development, 10, 252–272.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2013). Critical features predicting sustained implementation of school-wide positive behavior support. Journal of Positive Behavior Interventions. Advance online publication. doi: 10.1177/1098300713484065

Flannery, K. B., Frank, J. L., McGrath-Kato, M., Doren, B., & Fenning, P. (2013). Implementing Schoolwide Positive Behavior Support in high school settings: Analysis of eight high schools. High School Journal, 4, 267–282.

Fosco, G. M., Frank, J. L., Dishion, T. J., Horner, R., & Stormshak, E. (2013). Opening the “Black Box”: Family Check-Up intervention effects on self-regulation that prevents growth in problem behavior and substance use. Journal of School Psychology, 51, 455–468.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Matthews, S. (2013). Factors predicting sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79, 293–311.