Katherine A. Ruffatto Hall, 1999 East Evans Avenue Denver, CO 80208-1700
What I do
Dr. Cynthia Hazel is the Chair of the Teaching and Learning Sciences Department and Professor in the Child, Family, and School Psychology Program, Morgridge College of Education, at the University of Denver.
School Change, Student Voice, School Dropout
Dr. Cynthia Hazel is the Chair of the Teaching and Learning Sciences Department and Professor in the Child, Family, and School Psychology Program, Morgridge College of Education, at the University of Denver. Dr. Hazel has consulted extensively with secondary schools and districts interested in enhancing student outcomes and learning: examples include consulting on the middle to high school transition, implementing MTSS at the secondary level, and developing markers for students’ on-time high school graduation. Dr. Hazel’s research interests include multi-tiered system of supports, positive youth development, student voice, consultation, student school engagement, and listening. All of her work is grounded in the Convention on the Rights of the Child, social justice, and striving for zero correlation between a student’s demographic characteristics and educational outcomes. She has authored two books (the most recent, Empowered Learning in Secondary Schools: Promoting Positive Youth Development through a Multi-Tiered System of Supports, published by the American Psychological Association), numerous articles, and presents nationally and internationally to promote equity and wellness for children, families, and school communities.
BS, Architecture, Arizona State University
MA, Art Therapy, Vermont College
Ph.D., School Psychology, University of Northern Colorado
Licensure / Accreditations
Nationally Certified School Psychologist
Equity and Disproportionality; Listening; Student School Engagement; Multi-tiered System of Supports at the Secondary Level; Positive Youth Development; Consultation and Consultation Training; Supervision and Supervision Training
Novice Teacher Effectiveness Research Project
School Consultation Practices in the Early Career: Does Training Matter?
ELO in Colorado
Hazel, C. E. (2016). Empowered Learning in Secondary Schools: Promoting Positive Youth Development through a Multi-Tiered System of Supports. American Psychological Association, Division 16 Applying Psychology to the Schools book series.
Hazel, C. E. (2017). Ecological Consultation as a Means to Promote Child Rights. In C. Hatzichristou & S. Rosenfield (Eds.), International Handbook of Consultation in Educational Settings (pp. 264-288). Boca Raton, FL, USA: Routledge.
Hazel, C. E., Albanes, J., Gallagher, J., & Pfaff, K. (2014). Multi-level consultation with an urban school district to promote 9th grade supports for on-time graduation. Psychology in the Schools, 51(4), 395-420.
Hazel, C. E., Vazirabadi, G. E., Albanes, J., & Gallagher, J. (2014). Evidence of Convergent and Discriminant Validity of the Student School Engagement Measure. Psychological Assessment, 26, 806-814.
Hazel, C. E. (2018). Supporting adults in listening to children and adolescents: the Ecodevelopmental Listening Model. 39th Annual Conference of the International Listening Association. Dublin, Ireland: International Listening Association.
Barrett, C., Newman, D., & Hazel, C. E. (2018). Systems-level consultation: Expanding your role for the benefit of all. 49th Annual Conference of the National Association of School Psychologists. Chicago, IL: National Association of School Psychologists.
Hazel, C. E. (2018). Positive Youth Development and Civic Engagement in the Anthropocene. First Annual Psychology Conference: Stimulation and Supporting Development in the Lifespan Perspective. Krakow, Poland: Pedagogical Unversity of Krakow.
Hazel, C. E. (2017). MTSS-PYD: Developing a School-Wide System that is Responsive to All Students . First International Summer School in Crete. Rethimno, Greece.
Hazel, C. E. (2017). Promoting Student Voice in Schools. First International Summer School in Crete. Rethimno, Greece.
Leadership Institute for Women in Psychology, American Psychological Association