Headshot of Robert Roeser

Robert Roeser

Bennett Pierce Professor of Compassion and Caring, and Professor, HDFS

115 HHD Building
814-863-7005
rwr15@psu.edu

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Introduction & Projects

Robert Roeser is the College's first Bennett Pierce Professor of Caring and Compassion and leader of the Prevention Research Center's Program on Empathy, Awareness, and Compassion (PEACE). Dr. Roeser also coordinates the center's annual compassion lecture. His interests include contemplative practices (e.g., mindfulness, compassion) in education for staff and students; schools as central cultural contexts for child and adolescent academic and social-emotional development; school reform and professional development; and India, globalization and adolescent development.

For more information about Dr. Roeser, click here.

Prevention-related Projects

Recent Publications

Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms

Roeser, R. W., Mashburn, A. J., Skinner, E. A., Choles, J. R., Taylor, C., Rickert, N. P., Pinela, C., Robbeloth, J., Saxton, E., Weiss, E., Cullen, M., & Sorenson, J. (2021). Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000675

Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes?

Inkelas, K.K., Colaianne, B.A., Hirshberg, M.J., Greenberg, M.T., Davidson, R.J., Dunne, J.D., Germano, D., & Roeser, R.W. (2021). Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes? Journal of American College Health. Advance online publication. https://doi.org/10.1080/07448481.2021.1920956

The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning

Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., Geier, C., Roeser, R., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M. T. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12. https://doi.org/10.1007/s12671-021-01594-9

Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P-12 educational settings

Roeser, R. W., Galla, B. M., & Baelen, R. N. (2020). Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P–12 educational settings. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Kind hearts and curious minds (feature in the Penn Stater magazine)

As Penn State's first-ever professor of caring and compassion, Rob Roeser is tasked with designing classes that meld the ancient practices of mindfulness and mediation with modern science. The goal is to help students become calmer and more focused--and ultimately, to be more engaged and caring citizens of the world. Written by Savita Iyer & illustrations by Gracia Lam

Embodied teacher mindfulness in the classroom: The Calm, Clear, Kind framework

Taylor, C., Jennings, P.A., Harris, A., Schussler, D.L. & Roeser, R.W. (2019).  Embodied teacher mindfulness in the classroom:  The Calm, Clear, Kind framework. In P.A. Jennings, A. Demauro, & P. Mischenko (Eds.), Mindfulness in Schools: Transforming School Cultures through Mindful Awareness and Compassion. NY: Norton. 

Mindfulness-based emotional balance

Cullen, M., Roeser, R. W., & Brito-Pons, G. (2019). Mindfulness-Based Emotional Balance: History of development, curriculum, and research. In Ivtzan, I. (Ed.), Handbook of Mindfulness-Based Programmes (1st ed., pp. 64-76). Routledge. https://doi.org/10.4324/9781315265438 

On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis

Dvorakova, K., Greenberg, M. T., & Roeser, R. W. (2019). On the role of mindfulness and compassion skills in students' coping, well-being, and development across the transition to college: A conceptual analysis. Stress and Health, 35, 146-156. https://doi.org/10.1002/smi.2850.

Compassion and human development: Current approaches and future directions

Roeser, R., Colaianne, B., & Greenberg, M. (2018). Compassion and human development: Current approaches and future Directions. Research in Human Development, (15)3-4, 238-251. https://doi.org/10.1080/15427609.2018.1495002

Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes

Crain, T. L., Schonert-Reichl, K. A., & Roeser, R. W. (2016, In Press). Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology. http://http://dx.doi.org/10.1037/ocp0000043. doi: 19391307

School and community influences on human development

Eccles, J., & Roeser, R. W. (2016). School and community influences on human development. In M. H. Bornstein & M. E. Lamb (Co-Eds.), Developmental psychology: An advanced textbook, 7th ed. Hillsdale, NJ: Lawrence Erlbaum.

Mindfulness in students' motivation and learning in school

Roeser, R. W. (2016). Mindfulness in students' motivation and learning in school. In K. Wentzel & D. B. Miele (Eds.), Handbook on motivation at school. New York: Taylor & Francis.

Processes of teaching, learning, and transfer in Mindfulness-Based Interventions (MBIs) for teachers: A contemplative educational perspective

Roeser, R. W. (2016). Processes of teaching, learning, and transfer in Mindfulness-Based Interventions (MBIs) for teachers: A contemplative educational perspective. In K. Schonert-Reichl & R. W. Roeser (Eds.), The handbook of mindfulness in education: Integrating theory and research into practice (pp. 149-170). New York: Springer. http://http://dx.doi.org/10.1007/9781493935062_10. I

Mindfulness in education: Introduction and overview of the handbook

Schonert-Reichl, K. A., & Roeser, R. W. (2016). Mindfulness in education: Introduction and overview of the handbook. In K. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: Theory, research, practice, and future directions (pp. 316). New York: Springer. http://http://dx.doi.org/10.1007/9781493935062_1.

The handbook of mindfulness in education: Integrating theory and research into practice

Schonert-Reichl, K., & Roeser, R. W. (Co-Eds.) (2016). The handbook of mindfulness in education: Integrating theory and research into practice. New York: Springer.

Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study

Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study. Mindfulness, 7(1), 115-129. http://http://dx.doi.org/10.1007/s1267101504254.

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Guided meditations promote calm, compassion, and a sense of peace  

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'Mindfulness' on your mind? It has limits, review finds

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May 12, 2020

Kind Hearts and Curious Minds: Caring and compassion professor Rob Roeser featured in the Penn Stater

Below is an excerpt from the feature article in the May/June issue of the Penn Stater magazine. View the full article.

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June 18, 2019

Bringing mindfulness to the Central Pennsylvania Festival of the Arts

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October 02, 2018

Penn State researcher receives federal grant to study early learning program

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'Educating the heart' is focus of course on living a life of flourishing

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Portland State, Penn State partners on $3.3 million grant to study impact of kindergarten readiness program

A Portland State University professor has received a $3.3 million federal grant to study the impact of an early-learning program aimed at improving children's readiness for kindergarten and later grades.

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