Kia ora! My name is Dr Valerie Sotardi (University of Arizona, USA, 2013) and I am Associate Professor of Educational Psychology and Quantitative Research at the University of Canterbury.

My research addresses pressing challenges in youth mental health and educational psychology, with a specific focus on the role of schools in fostering student wellbeing among adolescents and young adults.

At the centre of my work is the study of school and classroom climates, particularly how students’ perceptions of psychological safety and teacher–student communication influence academic and personal outcomes. I investigate how these relational and environmental factors shape learning, achievement, motivation, and mental health. My current projects, including research funded by the New Zealand Health Research Council, explore the interpersonal dynamics that influence youth wellbeing, with the goal of optimising mental health service delivery in schools and their surrounding communities.

A significant strand of my research focuses on the mechanisms underlying help-seeking attitudes and behaviours. I examine the conditions under which young people seek support during times of challenge, from early adolescence through to early adulthood. My work emphasises the interplay between psychological safety—whether students feel comfortable and secure in their environment—and help-seeking behaviours, offering a nuanced understanding of how these dimensions collectively influence educational and mental health outcomes. This integration underscores the importance of creating environments where academic success and wellbeing are interwoven priorities.

Methodologically, my expertise lies in quantitative research, particularly the use of “big data” to uncover trends and patterns that inform educational practice. I also employ qualitative and mixed-methods approaches to capture the nuanced experiences of young people. This methodological breadth enables me to address complex research questions and provide comprehensive insights.

My technical expertise spans advanced statistical analysis, psychometric assessment, and the design and implementation of large-scale surveys and longitudinal studies. Complementing these quantitative methods, I use qualitative techniques, including in-depth interviews, to explore the complexity of youth experiences. I have also developed innovative protocols that integrate thematic qualitative analysis with artificial intelligence, offering a cutting-edge approach to understanding youth mental health.

My research agenda reflects a commitment to strengthening the education sector’s capacity to support young people effectively. My work informs teacher training programmes that equip educators with the psychological tools and strategies needed to foster student wellbeing. Equally, I prioritise collaboration among schools, families, communities, and mental health services to build evidence-based interventions. By bridging the education and mental health sectors, I aim to address critical gaps and contribute to the holistic support of young people in Aotearoa New Zealand and beyond.

If you are seeking Master's or doctoral supervision, I am currently accepting students for 2026, especially those interested in youth help-seeking behaviours, both within New Zealand and internationally. My research is oriented towards this scope, and I encourage inquiries from those who share this focus.

Please feel free to email me with any inquiries about the LAMB lab, my research, or supervision opportunities.

Kia ora! I am a dedicated researcher with a strong passion for understanding and enhancing the well-being of university students. Currently, I am a senior international support advisor at the University of Canterbury. Through my academic journey, I have developed a keen interest in investigating the complex factors that impact university students' learning experiences and overall wellness, particularly in the context of the evolving educational landscape. My research is centered around delving into students' stress, coping strategies, sense of belonging, and burnout, and the unique challenges that students face, especially amid evolving learning environments. My ultimate goal is to contribute to the development of effective interventions and support systems that empower students to thrive academically and personally. I am committed to utilizing both quantitative and qualitative approaches to gain a holistic understanding of students’ needs and to inform evidence-based practices that foster a nurturing and inclusive university environment.

Please don't hesitate to get in touch via kateren0218@gmail.com

Kia ora! I'm Victoria and I'm a researcher in the fields of youth mental health, student wellbeing, and social media use. I have a background in educational psychology and completed my PhD in Education at University of Canterbury in 2024. Currently, I am a part of the research team over at E Tū Tāngata, performing a programme evaluation of initiatives aimed at supporting positive character development in children and young people in schools across the country. 

I am passionate about philosophies of mental health and how we can improve the lives of rangatahi here in Aotearoa through new ways of approaching well-being that champion the lived experiences of young people. 

I am always keen to discuss these research ideas, so please don't hesitate to get in touch if you want to chat!

I am currently a Researcher in the School of Teacher Education at the University of Canterbury. I have a long-standing interest in understanding how to maximise learning opportunities and fostering student wellbeing in diverse academic settings - using both quantitative and qualitative approaches.

I recently completed my PhD in Education at The University of Auckland, focusing on the longitudinal impact of educational assessment on student social and psychological outcomes. Prior to my PhD, I earned a Bachelor of Arts from Zhejiang University and a Master of Education from Boston College where I developed a solid foundation in educational theory and practice.

With an authentic passion for education and a strong drive to create a significant impact, I am fully committed to advancing knowledge in my areas of expertise. My research interests reside within the exploration about
(1) multidimensional factors that contribute to students' motivational beliefs,
(2) consequences of educational assessment and evaluation, particularly on students' emotional/psychological wellbeing, and
(3) how to enhance students' learning, engagement and wellbeing.

As a dedicated researcher and educator, I am enthusiastic about expanding my expertise through interdisciplinary collaborations and am eager to learn and incorporate new techniques and methodologies into my work to tackle complex research questions. If you have any inquiries or opportunities for collaboration, please feel free to reach out to me at jf.jinjingfang@gmail.com.

I am a PhD student specializing in Computer Science at the University of Canterbury. My research focus encompasses the intersection of Computer science and Psychology. My research explores the interconnection of these domains, focusing on human-computer interaction, gamification, and their impact on the Mental health of students. By leveraging insights from Psychology and integrating them into computer science research, my aim is to create innovative approaches that can positively impact students' well-being and academic success.

Link to my publications (ResearchGate profile): https://www.researchgate.net/profile/Hirasha-Pooliyadda-2

Contact email: hirasha.pooliyadda@pg.canterbury.ac.nz

I am a PhD student in Education at the University of Canterbury, researching cross-cultural strategies that international students use to cope with depression and anxiety. Before pursuing my doctorate, I obtained a Bachelor of Medicine from Sun Yat-sen University and a Master of Science in Educational Studies from the University of Glasgow.

I have a strong academic interest in using various research methods, particularly quantitative methods, to investigate mental health among higher education groups. This interest is evident from my master's research, which conducted a meta-analysis of depressive symptoms and related factors in UK college students before and after the COVID-19 epidemic.

My interdisciplinary academic background allows me to approach research in educational psychology from a unique perspective. I am committed to integrating medical perspectives and research methods into studies in educational psychology to find coping strategies for psychological issues such as anxiety and depression. My goal is to contribute to educational policy, ultimately enabling students, especially those in higher education, to achieve mental restoration and development.

Contact email: xiaoxu.yang@pg.canterbury.ac.nz

Kia ora! Ko Kiera King tōku ingoa, and I am a passionate kaiako (teacher) who is deeply interested in education, relational practice, and learner wellbeing. I am currently completing a Master of Education, with my thesis focused on trauma-informed practice in Aotearoa New Zealand primary classrooms. My research explores how teachers experience and enact trauma-informed approaches when supporting tamariki who have experienced trauma, and the conditions that enable this work to be sustained in school settings.

Grounded in classroom practice, my research centres teacher voice and examines the emotional labour involved in trauma-informed teaching, alongside the systemic structures that shape what is possible in schools. I am particularly interested in how relational, culturally responsive practice can be supported at a school-wide level while also protecting teacher wellbeing.

I am passionate about approaches to education that prioritise manaakitanga, whanaungatanga, and care for the whole child. I am always keen to kōrero about trauma-informed education, teacher wellbeing, and creating school environments where tamariki and kaiako can thrive. Please feel free to get in touch if you would like to connect or discuss this work further.

I am a PhD student in Education at the University of Canterbury. My current research examines how school climate influences the academic achievement of migrant and non-migrant secondary school students using PISA data. I also explore how teachers support migrant students in multicultural classroom settings.

I am also interested in the psychological dimensions of language education. This interest developed through my Master’s research, where I conducted a qualitative study on the English learning motivation of Chinese adult learners in New Zealand. Through this work, I questioned the applicability of existing motivational frameworks in the New Zealand context and proposed refinements.

Looking ahead, I hope to bridge educational psychology and language education to support learners in multilingual and culturally diverse settings.

Contact email: meixi.chen@pg.canterbury.ac.nz

Kia ora! I am Sumy Mary Chacko, a PhD student in Psychology at the University of Canterbury. My research examines how parenting, particularly experiences of emotional invalidation, shapes the ways Indian youth cope with distress and seek support. I am especially interested in how family relationships, cultural expectations, and social norms influence young people’s wellbeing.

I bring over ten years of experience working with children and adolescents aged 4–18 across special education needs, behavioural challenges, and emotional development. I have worked closely with families, teachers, and multidisciplinary teams to support learning, social–emotional growth, and positive behaviour.

My broader research interests include parenting practices, emotion socialisation, prosocial and antisocial development, youth stigma, temperament, and cross-cultural perspectives on wellbeing. I am passionate about understanding how supportive environments and culturally grounded parenting practices can strengthen youth development.

I am a Pākehā/Māori (Ngāti Tūwharetoa) youth development lecturer at the University of Auckland. My work focuses on how young people and adults build quality relationships in community settings such as youth mentoring and youth work. I have a particular interest in how self-disclosure contributes to relationship development. Previous research was supported by a Rutherford Foundation Post-Doctoral Fellowship, awarded in 2021 to pursue a two-year project hearing from young people about their experiences of self-disclosure in their mentoring relationship. I enjoy using qualitative and observational methodologies in my research. I have also co-authored national publications for the youth sector, including Ngā Tikanga Whānaketanga – He Arotake Tuhinga, a synthesis of two decades of Aotearoa-based research on youth development and wellbeing.

I am curious about how we learn, supporting environments that facilitate positive learning experiences, and empowering the teacher workforce with evidence-based practices to continually support their professional journey. My work and research interests focus on understanding various pieces that need to fit together for successful learning to occur. My PhD project investigated interactions between students' learning approaches and beliefs and classroom assessments, and have had the opportunity to present my findings at conferences and speak with educators and leaders. I believe that learning is a joyful and enriching experience, and it is my hope that every young person in a classroom is curious and fascinated by the immensity our universe has to offer. When I'm not working, I enjoy reading, yoga, gaming, and learning languages.

I completed my PhD in Education (2023) at the University of Canterbury with a focus on educational leadership. With a Master of Education in hand, I embarked on my true calling as a change catalyst in education. Starting as a passionate teacher, I quickly became a school principal. In my PhD studies, I have embarked on a zealous pursuit to enrich institutions as an educational advisor. Engaging in collaborative endeavours with schools, I assumed a pivotal role in providing insightful guidance on the domains of curriculum development, teacher training, and educational policies. My proficient grasp of data analysis and research are instrumental in the amelioration of educational quality, thereby harmonizing institutional practices with the ever-evolving demands of students.

Fields of Research:
• Appreciative leadership
• Appreciative inquiry
• Social learning theories
• Educational leadership