Check out Dr. Kelly Clark's work on GoogleScholar and ResearchGate
*graduate student co-author; **undergraduate student co-author
Peer-Reviewed Publications
1Clark, K. & 1Hall, G. (2025). Academic screening in middle school: Exploring bidirectional and intraindividual relations in student growth in reading and math. School Psychology. https://doi.org/10.1037/spq0000680
1Co-authors contributed equally to this work.
Clark, K., *Blyth, G., *Wilson, K., & *Plant, M. (2024). A dual-factor examination of adolescent mental health and school engagement. Contemporary School Psychology. https://doi.org/10.1007/s40688-024-00533-4
Clark, K., *Blyth, G., *Plant, M., *Wilson, K., & Malecki, C. (2024). Dual-factor mental health in adolescence: Comparing latent profile and local norming grouping methods. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2024.101391
*Plant, M. & Clark, K. (2024). Universal screening for student mental health: Selection of norming sample as a determinate of risk status. Assessment for Effective Intervention. https://doi.org/10.1177/15345084241265632
Renshaw, T., *Bolognino, S., & Clark, K. (2024). Exploring a dual-factor mental health screening model with children in grades 5–10. School Psychology. https://doi.org/10.1037/spq0000669
Renshaw, T., Clark, K., *Farley, C., *Franzmann, T., & *Yang, N-J. (2024). Global and specific student subjective wellbeing as predictors of school outcomes. School Mental Health. Advance online. https://doi.org/10.1007/s12310-024-09684-4
**Brannon, A. & Clark, K. (2023). Profiles of teacher behavior management style: Perceived school climate, stress, and self-efficacy. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00479-z
Clark, K., *Blocker, M., *Gittens, O. S., & Long, A. (2023). Profiles of teacher classroom management style: Differences in perceived school climate and professional demographics. Journal of School Psychology, 100. https://doi.org/10.1016/j.jsp.2023.101239
Kiperman, S., Clark, K., Anderson, J., Willenbrink, J., Bernstein, E., & Renshaw, T. (2023). Guidelines toward more socially just social-emotional-behavioral screening in schools. School Psychology, Special Issue: Paradigm Dialogues: Collaborative Knowledge Making. https://doi.org/10.1037/spq0000558
1Hall, G. & 1Clark, K. (2023). Demystifying longitudinal data analyses using structural equation models in school psychology. Journal of School Psychology, Special Issue: Longitudinal Methods to Advance School Psychology Research, 98, 181-205. https://doi.org/10.1016/j.jsp.2023.03.003
1Co-authors contributed equally to this work.
Kiperman, S., *Kevern, C., Carrion, C., Clark, K., Leroux, A. (2023). Breakfast Club conundrum: How high schooler peer norms and ecological factors relate with achievement. Child Youth Care Forum, 52, 913-934. https://doi.org/10.1007/s10566-022-09716-7
**Metrailer, G. & Clark, K. (2022). Returning to school: Teachers’ occupational and COVID-19-related stress and their perceptions of school climate. Contemporary School Psychology. https://doi.org/10.1007/s40688-022-00428-2
Clark, K., Strissel, D., Demaray, M., Ogg, J., Eldridge, M., & Malecki, C. (2022). Victimization and depressive symptoms in early adolescence: The role of perceived school climate. School Psychology, 37(5), 355-366. https://doi.org/ 10.1037/spq0000511
Coyle, S. & Clark, K. (2022). Adolescent internalizing problems and social support: Contextual compensation between sources and settings. School Mental Health, Special Issue: School Relationships, 14, 294-305. https://doi.org/10.1007/s12310-022-09509-2
Clark, K. & Malecki, C. (2022). Adolescent mental health profiles through a latent dual-factor approach. Journal of School Psychology, 91, 112-128. https://doi.org/10.1016/j.jsp.2022.01.003
Clark, K., Eldridge, M., Dorio, N., Demaray, M., & Smith, T. (2022). Bullying, victimization, and bystander behavior: Risk factors across the elementary-middle school transition. School Psychology 37(1), 37–46. https://doi.org/10.1037/spq0000477
Clark, K., Strissel, D., Malecki, C., Ogg, J., Demaray, M. & Eldridge, M. (2022). Evaluating the Signs of Suicide Program: Middle school students at risk and staff acceptability. School Psychology Review, Special Topics Section: Addressing Youth Suicide through Prevention, Intervention, and Postvention, 51(3), 354-369. https://doi.org/10.1080/2372966X.2021.1936166
*Blocker, M., Noell, G., & Clark, K. (2021). Promoting assertiveness in youth in foster care: Pilot testing a brief intervention in a randomized trial. Children and Youth Services Review, 126. https://doi.org/10.1016/j.childyouth.2021.106035
Ogg, J., Clark, K., Strissel, D., & Rogers, M. (2021). Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes. School Psychology, 36, 142-154. https://doi.org/10.1037/spq0000379
Clark, K., Dorio, N., Demaray, M., & Malecki, C. (2020). Understanding bullying, victimization, and bystander behavior through resource control theory. Child and Youth Care Forum, 49, 489-510. https://doi.org/10.1007/s10566-019-09539-z
Clark, K., Dorio, N., Eldridge, M., Malecki, C., & Demaray, M. (2020). Adolescent academic achievement: A model of social support and grit. Psychology in the Schools, 57, 204-221. https://doi.org/10.1002/pits.22318
Dorio, N., Clark, K., Demaray, M., & Doll, E. (2019). School climate counts: A longitudinal analysis of school climate and middle school bullying behaviors. International Journal of Bullying Prevention, 2, 292-308. https://doi.org/10.1007/s42380-019-00038-2
Clark, K., & Malecki, C. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 49-66. https://doi.org/10.1016/j.jsp.2018.12.001