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Jennifer Necci Dineen

Associate Professor in Residence, University of Connecticut
Chapter Member: Connecticut SSN
Areas of Expertise:

Connect with Jennifer

(860) 729-9928

About Jennifer

Dineen's training and experience in quantitative and qualitative research span topics including injury prevention and school mental and behavioral health. She uses surveys and interviews to highlight stakeholder perspectives and understand why evidence-based practices are underused. Her work with parent populations addresses access to mental health care, school choice, and curricular changes. Dineen is Associate Director of the Center for Advancing Research Methods, Associate Professor of Public Policy, InCHIP Fellow, and a member of the Scholars Strategy Network CT Chapter.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

Lifetime History of Violence Exposure and Attitudes and Behaviors Regarding Firearm Safe Storage and Open Carry: A Person-Centered Analysis

  • Damion Grasso
  • Kerri M. Raissian
Memo,

It’s Time for COVID-19 Disaster Relief … for Mothers

  • Kerri M. Raissian
Commentary,

In the News

Opinion: "CT Lawmakers, Stop Treating Guns Like a Special Case," Jennifer Necci Dineen, The Connecticut Mirror, April 4, 2025.
Opinion: "It’s Time to Hold the Adults Responsible," Jennifer Necci Dineen (with Kerri M. Raissian), The Atlanta Journal-Constitution, September 10, 2024.
Opinion: "Because Gun Violence Requires Social Science Solutions," Jennifer Necci Dineen (with Kerri M. Raissian and Cassandra Crifasi), Why Social Science?, February 28, 2023.
Opinion: "Good Guys With Guns May Be Heroes—But They're Not Our Solution | Opinion," Jennifer Necci Dineen (with Kerri M. Raissian), Opinion, Newsweek, July 22, 2022.

Publications

"Comparing Stakeholders’ Knowledge and Beliefs About Supporting Students’ Social, Emotional, and Behavioral Health in Schools" (with Sandra Chafouleas, Amy M. Briesch, Dakota W. Cintron, D. Betsy McCoach, and Emily Auerbach). School Mental Health 12 (2020): 222–238.

Compares stakeholders’ knowledge, beliefs, and opinions regarding school-based approaches to identifying/ supporting students at risk for social, emotional, and behavioral (SEB) challenges. Discusses responses obtained from various stakeholder samples within 1330 US school districts. Shows how stakeholders generally reported being knowledgeable about SEB problems and school-based approaches believed student SEB problems should be a prioritized concern and identified using screening.

"Reproducibility in the Era of Big Data" (with Sandra Chafouleas, D. Betsy McCoach, and Amy Briesch) in Lessons for Developing Robust Data Management and Data Analysis Procedures, edited by Craig A. Hill, Paul P. Biemer, Trent D. Buskirk,Lilli Japec, Antje Kirchner, Stas Kolenikov and Lars E. Lyberg.

Focuses on the challenges and opportunities of using structured data from administrative and publicly available data sources, such as school records; demographic data; or public health records, in conjunction with traditional survey data. Illustrates several issues associated with managing large, multifaceted, multisource datasets.

"Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts" (with Sandra Chafouleas and Amy M. Briesch), American Educational Research Journal, March 2021.

Uses a nationally representative sample of U.S. public school districts and explores the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise.