Levine-Brown, Betsy

Phone: This information is not available
Email: ebrown11 (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 1406
4400 University Dr.
MS 4B3
Fairfax, VA 22030

View Betsy Levine-Brown's curriculum vitae in PDF format.

Elizabeth (Betsy) Levine Brown is in the College of Education and Human Development (CEHD) at George Mason University as an Associate Professor since August 2011. Her research focuses on the developmental and psychosocial competencies (e.g., socio-emotional, school mental health) of teachers and students that shape children and youth’s developmental and academic outcomes. Given the multidisciplinary nature of my work and my background in Applied Developmental Psychology (ADP), She grounds her research in an exosystemic perspective (Bronfenbrenner, 1979), inclusive of risk and resilience frameworks and transformative learning theory. Specifically, she focuses on three interrelated lines of inquiry: (a) Teachers’ and students’ mental health and wellness, (b) Educators’ and students’ social and emotional competence, and (c) Teachers’ preparation of students’ social and emotional competence and wellness. My research and scholarship connect to my teaching and service principles by leading with ethics and accountability, promoting student scholarship inclusive of mentoring first authorship, and collaborating with multidisciplinary experts.

Dr. Brown received her PhD. in Applied Developmental Psychology (ADP) from the University of Pittsburgh, her MA in Psychology from Washington College, her MAT in Elementary Education from American University and her BA in Psychology and Educational Studies from Colgate University. Professionally, Dr. Levine Brown taught elementary school for five years from 2002-2007. As an alumnus of the Teach for America program, she taught first and second grades at Simon Elementary School in Washington, DC as well as Matapeake Elementary School in Stevensville, MD

Developmental and psychosocial influences on learning
Social and emotional development, wellness, competence and learning
School mental health
Teacher education

PUBLICATIONS

(see full CV attached)

Valenti, M. W., Mahatmya, D., Brown, E. L., Celedonia, K., & Sweet, T. (accepted). “A tale of two schools”: A comparative case study demonstrating organizational pathways to educator collaborations. Mid-Western Educational Researcher.

Sharkey, M. C., Brown, E. L., & Horner, C. G. (accepted). From emerging supporters to seasoned mentors: Teachers’ well-being and responses to student wellness needs across career phases. Mid-Western Educational Researcher.

Parker, A. K., Brown, E. L., Taousakis, M.*, Brown, N.*, & Walter, H. (2025), A call for a common lexicon in student mental health and wellness work. The Teacher Educators Journal, 18, 121-141.

Phillippo, K., Brown, E. L., Galib, L.*, Fujimoto, K., Iachini, A., Brown, N.*, Childs, T.M.*, & Parker, A. (2024). Equity intersections: Teachers’ experiences with student wellness support during the COVID-19 pandemic. AERA Open, 10. https://doi.org/10.1177/233285842412453

Brown, E. L., Stark, K., Vesely, C. K., & Choe, J.* (2024). “Acting often and everywhere”: Teachers’ emotional labor across professional responsibilities and interactions. Teaching and Teacher Education.

Mahatmya, D., Brown, E. L., Valenti, M., Celedonia, K. L., Sweet, T., & Bethea, C.* (2024). Developing social capital through school-based collaborations: A mixed methods social network analysis. Journal of Education Human Resources 42(3), 359-385. https://doi.org/10.3138/jehr-2022-0005

Vesely, C. K., Brown, E. L., Mehta, S.*, & Horner, C. G. (2023). “Staying afloat”: A mixed methods study of the financial and psychological well-being of early childhood educators. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01429-9.

Childs, T.M.*, Brown, E., Brown, N.*, Iachini, A., Phillippo, K., Galib, L.*, Parker, A., & Fujimoto, K. (2022). A Mixed Method Study of Teachers’ Appraisals of Student Wellness Services and Supports During COVID-19. Journal of School Health, 92(7), p. 637-645. https://doi.org/10.1111/josh.13186

Brown, E. L., Vesely, C., Mehta, S.*, & Stark, K.* (2022). Preschool teachers’ emotional labor and classroom interactions with students and families. Early Childhood Development and Care. https://doi.org/10.1007/s10643-022-01326-1.

Brown, E. L., Groth, L., Parker, A., O’Brien, C., Laurtis, E.*, Latham, C., Berman, R., Casablanca, F., & Douds, J. (2022). Pathways to partnership: How a differentiated approach sustained PDS efforts during times of uncertainty. School-University Partnerships Special Issue: Teaching in the Times of Uncertainty, 15(1). https://napds.org/wp-content/uploads/2022/01/Brownetal.FINAL.pdf

Vesely, C. & Brown, E. L. (2021, June). Teaching emotionally through self-regulation: Delivering an anti-racist pedagogy through critical reflection and emotional management. Times Magazine: Social and Emotional Learning & Self-Regulated Learning, 4(3), 1-11.

Brown, E. L., Valenti, M. W., Sweet, T., Mahatmya, D., Celedonia, K., & Bethea, C.* (2020). How social and emotional competencies inform special educators’ social networks. Education and Treatment of Children.

Horner, C. G., Brown, E. L., Mehta, S.*, & Scanlon, C. L.* (2020). Acting like a teacher: Modulating authentic emotions. Teachers College Record, 122(5), 1-36.

Brown, E. L., Phillippo, K., Weston, K., & Rodger, S. (2019). United States and Canada pre-service teacher certification standards for student mental health: A comparative case study. Teaching and Teacher Education, 80, 71-82.

Valenti, M., Brown, E. L., Horner, C. G., Mahatmya, D., & Colditz, J.* (2019). Teachers’ emotional labor in support of bolstering therapeutic alliances in the classroom. Teachers College Record, 121 (7), 1-24.

Phillippo, K., Brown, E. L., & Blosser, A.* (2018). Making sense of student-teacher relationships: Teacher educator and candidate engagement with the relational practices of teaching. Action in Teacher Education, 40(2), 169-185.

Vesely, C. V., Brown, E. L., & Mehta, S.* (2017). Developing cultural humility through experiential learning: How home visits transform early childhood preservice educators’ attitudes for engaging families. Journal of Early Childhood Teacher Education, 38(3), 242-258. DOI: http://dx.doi.org/10.1080/10901027.2017.1345805

Brown, E. L., Vesely, C. K., Mahatmya, D. & Visconti, K. (2017). Emotions matter: The moderating role of emotional labor on preschool teacher and children interactions. Early Child Development and Care, 188(2), 1771-1785. DOI: http://dx.doi.org/10.1080/03004430.2017.1286336

Current funded projects:

Steen, S., Hines, E., Brown, E. L., Mahatmya, D., Stone, T., & Reese, D. (2025-2030). School Based Mental Health Alliance. U. S. Department of Education Mental Health Service and Professional Demonstration Grant Program: $4,976,702.00. (Role: Co-PI)

Brown, E. L., Viano, S., & Dailey, S. (2024-2027). Comprehensive Safety and Violence Prevention in Diverse Middle Schools. U. S. Department of Justice Bureau of Justice Assistance STOP School Violence Program Grant Program: $1,932,833.00. (Role: PI)