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Jessika Hattie Bottiani

Assistant Professor of Education, University of Virginia-Main Campus
Chapter Member: Virginia SSN
Areas of Expertise:

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About Jessika

Dr. Bottiani's research focuses on measurement and intervention to improve adolescent experiences of school climate and school discipline. She has extensive experience developing, validating, administering, and analyzing statewide student reported survey data on school climate and classroom observational tools. Her applied intervention research aims to help build school capacities in culturally responsive and racially just practices through several federally-funded RCTs including NIH, IES, and NIJ. She serves on the School Psychology Review editorial board.


Teacher Stress and Burnout in Urban Middle Schools


"Teacher Stress and Burnout in Urban Middle Schools: Associations With Job Demands, Resources, and Effective Classroom Practices" (with Chelsea A.K. Duran, Elise T.Pas, and Catherine P. Bradshaw). Journal of School Psychology 77 (2019): 36-51.

Discusses how now more than ever, teachers are experiencing tremendous demands on the job, often with insufficient resources to manage them, particularly in urban schools.  Examines how the resulting stress and burnout are unhealthy for teachers and, as this study found, tied to the quality of their instruction.

"A Multilevel Examination of Racial Disparities in High School Discipline: Black and White Adolescents’ Perceived Equity, School Belonging, and Adjustment Problems" (with C. P Bradshaw and T. Mendelson). Journal of Educational Psychology 109, no. 4 (2017): 532–545.

Characterizes schools based on excess suspension of Black students and asked, ‘what message does this differential treatment send to kids about their place in the school?’”.  Finds the discipline gap is tied to negative schooling experiences for Black students, whether they are suspended or not.