Dr. Tia Barnes, PhD is an associate professor in the Department of Human Development and Family Sciences within the College of Education and Human Development at the University of Delaware. She teaches courses related to special education, guidance and behavior, and social-emotional learning at both the undergraduate and graduate levels. Her research focuses on the social-emotional well-being of minoritized populations.
Tell us a little about yourself, your research journey, and how you arrived where you are now.
“I began my career as a paraeducator and then a special education teacher for students with emotional and behavioral disorders. That opportunity shaped my understanding of both the joys and challenges of working in classrooms that serve diverse groups of children. My graduate degree is in special education with a focus on the prevention of emotional and behavioral disorders through the use of cognitive behavior interventions in schools. As I moved into my postdoctoral training at the Yale Center for Emotional Intelligence at Yale University, I had opportunities to observe classrooms serving students with disabilities and noticed the need for intervention with teachers who were often facing burnout and stress. These experiences led me to focus my research on educator well-being, particularly in inclusive classrooms that serve students with and without disabilities. It also led to the current iteration of the RELATE project, which examines the importance of teacher–paraeducator collaboration for creating healthier and more effective learning environments for both teachers and students with and without disabilities.”
Tell us about your research. What is the area of focus, what are your research goals, and what is the significance of the research?
“My research centers on the mental, social, and emotional well-being of educators and students from historically minoritized groups. By ‘minoritized’ I mean populations frequently overlooked in education research, such as people of color, individuals with disabilities, and those with diverse sexual or gender identities. I am committed to advancing equity and culturally responsive approaches to social and emotional learning, while also addressing the practical realities of stress, retention, and collaboration in schools. My current work through the RELATE project aims to better understand how teacher–paraeducator partnerships contribute to classroom climate and educator mental health. My goals include both building a strong evidence base and developing practical interventions that schools can adopt to improve daily practice. The significance of this work lies in its potential to strengthen the early childhood education workforce, enhance inclusive practices, and ultimately create healthier learning environments for children.”
How has the ACCEL program helped with your project (grant writing, mentorship, help accessing funding, etc)?
“The ACCEL program has been invaluable in moving my research forward. Receiving pilot funding made it possible to launch the development of the collaboration training and collect initial social validity data that will strengthen future grant applications. The guidance of ACCEL’s leadership team has helped me navigate the complexities of conducting applied research in schools, and the opportunity to network with other researchers at the community research conference has also been helpful. More than anything, ACCEL’s support gave me the space to test ideas in the field and build relationships with school partners.”
Have you faced any major obstacles with your research project?
“One challenge has been recruitment, which highlighted for me the importance of providing clear communication about program activities even while they are still in development. I also learned how essential it is to be intentional about budgeting for participant compensation. Another lesson was the value of keeping school leadership informed of progress so they can buy into the work and support it over time. While these were obstacles, they became opportunities to deepen my approach to building trust, creating lasting partnerships with schools, and sustaining collaboration with community groups.”
What do you hope to be the impact of this research, and what future directions do you see related research going?
“I hope this research will influence how schools and districts invest in supporting paraeducator and teacher collaboration and that they will recognize that collaboration is central to inclusive education and educator well-being. Looking ahead, I plan to submit an R01 proposal within the next year to expand the RELATE project and rigorously test the coaching and professional development model that we developed. My long-term vision is to bring this work into more schools, ensuring that teachers and paraeducators have the tools and support they need to thrive.”
Is there anything else you would like to add regarding yourself, your research, or the ACCEL program?
“I am deeply grateful to ACCEL for its investment in my work and for creating a supportive community for applied researchers. My prior experience as a teacher and my current perspective as a parent both remind me daily of the critical role adults play in shaping children’s experiences. Supporting the well-being of teachers and paraeducators is essential because they are the foundation of healthy, inclusive classrooms. This work is not only professional for me: it is personal. ACCEL’s support allows me to continue building systems that uplift educators and the children they serve.”
More information regarding Dr. Barnes and her research can be found here on the University’s website.