Psychologist and Psychotherapist, she obtained the PhD in Psychology at the University of Pavia. She is currently a research fellow at the Department of Human Sciences for Education “R. Massa “(University of Milan-Bicocca) for the implementation of the European Erasmus + KA3 projects entitled ” PROMEHS Promoting Mental Health at schools “and “Learning to Be. Development of practices and methodologies for assessing social, emotional and health skills within education systems “. Her main research interests include the design, implementation and evaluation of evidence-based intervention projects for the promotion of socio-emotional learning, resilience, mental health and the prevention of behavioural problems in educational contexts.

She has been involved in a number of national and international projects in collaboration with the University of Pavia, the Center for Resilience & Socio-Emotional Health at the University of Malta, the Professional School of Italian Switzerland (SUPSI) of Locarno, INVALSI and INDIRE. She was also appointed by the Ministry of Education to carry out training courses for school staff on classroom management and gifted education

From the 2018 she has been the Chair of the ENSEC (European Network for Social and Emotional Competence). Valeria is a member of the Network of Experts on Social Dimension Of Education And Training (Neset II) appointed by the European Commission. She is a member of the editorial board of the journals “International Journal of Emotional Education”, “International Journal of Child Care and Education Policy”, “Frontiers in Psychology”, “The International Journal of Nurture in Education”, “Journal of Relationships Research” and of the scientific committee of the Crescendo series – Research Studies and Tools in Developmental and Educational Psychology (Ed. Junior Spaggiari).

She is the author of evidence-based intervention programs for the promotion of mental health at school.

View Valeria Cavioni’s full profile.

Selection of publications:

  • Höltge, J., Jefferies, P., Cowden, R.G., Govender, K., Maximo, S.I., Carranza, J.S., Kapoor, B., Tomar, A., Theron, L., van Rensburg, A., Lu, S., Hu, H., Cavioni, V., Agliati, A., Grazzani, I. et al. (2020). A cross-country network analysis of adolescent resilience, Journal of Adolescent Health. DOI: 0.1016/j.jadohealth.2020.07.010.
  • Cavioni, V., Grazzani, I., Ornaghi, V, Pepe, A., Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): A large cross-sectional study with children aged 3-10 years, Journal of Cognition and Development, 21(3), 406-424. DOI: 10.1080/15248372.2020.1741365
  • Cavioni, V., Grazzani, I., Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework, International Journal of Emotional Education, 12(1), 65-82.
  • Lester, L., Cefai, C., Cavioni, V., Cross, D.& Barnes, A. (2020). A whole-school approach to promoting staff wellbeing, 45(2), Australian Journal of Teacher Education. DOI: 0.14221/ajte.2020v45n2.1.
  • Conte, E., Ornaghi, V., Grazzani, I. Pepe, A., Cavioni, V. (2019). Emotion Knowledge, Theory of Mind, and Language in Young Children: Testing a Comprehensive Conceptual Model, Frontiers in Psychology, 10, 2144. DOI: 10.3389/fpsyg.2019.02144
  • Cavioni, V. (2019). The Education of Roma children in Italy. In A. Óhidy & K. R. Forray (Ed.) Lifelong Learning and the Roma Minority in Western and Southern Europe (pp. 67–93) Studies in International Comparative Educational Science. Emerald Publishing Limited DOI: 10.1108/978-1-83867-263-820191009. ISBN: 9781838672645
  • Cavioni, V. & Zanetti M.A (2019). Social-Emotional Learning and Students’ Transition from Kindergarten to Primary School in Italy. In Early Childhood Development: Concepts, Methodologies, Tools, and Applications  (pp. 528-547) IGI Global: Hershey, PA. ISBN13: 9781522575078; ISBN10: 1522575073; EISBN13: 9781522575085; DOI: 10.4018/978-1-5225-7507-8 DOI: 10.4018/978-1-5225-7507-8.ch025.
  • Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for children with Learning Disability: Implications for inclusion. International Journal of Emotional Education, 9(2), 100-109.
  • Cefai, C.; Bartolo P. A.; Cavioni. V;  Downes, P.  (2018). Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence, NESET II report, Luxembourg: Publications Office of the European Union. doi: 10.2766/664439.
  • Cefai C. & Cavioni V. (2014) Social and Emotional Education in Primary School. Integrating Theory and Research into Practice. Springer, USA