Catherine Bradshaw headshot
CB

Catherine Pilcher Bradshaw

Professor
Associate Dean
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 112D
417 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., Cornell University, 2004
M.Ed., University of Georgia, 1999
B.A. University of Richmond, 1997
Biography

Catherine Bradshaw, Ph.D., M.Ed. is a Professor and the Associate Dean for Research and Faculty Development at the Curry School of Education at the University of Virginia. Prior to her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where she maintains an adjunct faculty position. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia.

Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models.

Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has published over 200 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescence and is currently the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014) and the editor of Handbook on Bullying: A Life Course Perspective (2017).

Leveraging Restorative Practices to Enhance Social Emotional Learning and High School Student Engagement
Source: Johns Hopkins University
July 01, 2020 – June 30, 2024
R-CITY: Erasing Racism and Violence through Collaborative Intervention with Teachers and Youth
Source: U.S. NIH on Minority Health and Health Disparities
April 01, 2019 – November 30, 2023
Identifying Discrete and Malleable Indicators of Culturally Responsive Instruction and Discipline
Source: UNIVERSITY OF MISSOURI
July 01, 2018 – June 30, 2023
Coping Power for Rural Middle Schoolers: A Tiered Approach to Increasing Behavioral and Mental Health Supports & Reducing Disparities
Source: U.S. Department Of Education
July 01, 2019 – June 30, 2023
CU- Testing the Efficacy of Double Check: A Cultural Proficiency Professional Development Model in Middle Schools
Source: U.S. Department Of Education
July 01, 2015 – June 30, 2022
CU- Evaluating Maryland State Policies to Improve School Climate
Source: U.S. Department Of Education
July 01, 2015 – June 30, 2022
CU-Testing the Efficacy of a Developmentally Informed Coping Power Program in Middle Schools
Source: U.S. Department Of Education
July 01, 2014 – June 30, 2021
CU- Promoting Safety and Coping Skills in Baltimore City High Schools
Source: Baltimore City Public Schools
February 24, 2016 – June 30, 2021
Secondary Data Analysis to Examine Long-Term and/or Potential Cross-Over Effects of Prevention Interventions
Source: RTI International
July 01, 2020 – April 30, 2021
Visiting Fellow: John White
Source: Walton Family Foundation, Inc.
February 28, 2020 – April 30, 2021
Visiting Fellow: John White
Source: MANHATTAN WEST LLC
February 28, 2020 – March 11, 2021
CU- Comprehensive Assessment of School Climate to Improve Safety in Maryland Middle Schools
Source: U.S. Department Of Justice
January 01, 2015 – December 31, 2019
CU-YN Preventing Problem Sexual Behavior Among Young Adolescents
Source: Johns Hopkins University
September 01, 2016 – April 30, 2019
CU-Coaching Teachers in Detection and Intervention Related to Bullying
Source: U.S. Department Of Justice
January 01, 2016 – March 31, 2019
CU-Increasing Teachers' Use of Classroom-based Behavior Supports through Coaching
Source: Spencer Foundation
January 01, 2014 – December 31, 2018
CU-YN JHU YMHP Enhancing Torture Survivor Mental Health Services (ETSMHS)
Source: Johns Hopkins University
September 01, 2016 – December 20, 2018
Scientific Evaluation of Psychosocial Support Programs in Low-Resource Humanitarian Settings -- Stage 1
Source: Johns Hopkins University
October 05, 2016 – August 31, 2018
CU-YN-Pedictors of Psychoherapy Impact Analysis of 6 RCTs in Non Western Countries
Source: Johns Hopkins University
September 01, 2016 – June 30, 2018
CU- MTSS-B Fidelity and Observations
Source: MDRC
June 01, 2015 – May 31, 2018
CU-JHU Center for the Prevention of Youth Violence
Source: Johns Hopkins University
February 01, 2013 – September 29, 2017
CU- JHU Secondment
Source: Johns Hopkins University
October 01, 2015 – September 30, 2016
CU-Identifying Predictors of Program Implementation to Inform a Tailored Teacher Coaching Process
Source: U.S. Department Of Education
September 04, 2013 – August 31, 2016
CU-JHU Secondment
Source: Johns Hopkins University
July 01, 2014 – September 30, 2015
CU-Prevention Services for Early Drug Abuse Risk
Source: American Institutes for Research (AIR)
February 01, 2013 – December 31, 2014
CU-Center for Prevention and Early Intervention/JHU/NIMH
Source: Johns Hopkins University
March 01, 2013 – February 28, 2014
EDHS 9995: Independent Research
Credits: 1–12
Independent Research
EDHS 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisite: Advisor permission required.
EDHS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.
EDIS 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.