Research
Grounded in data, driven by values—Dr. Trudel's work focuses on shifting from “what's wrong” to “what's strong” by focusing on the development of character strengths in school systems and meaningful assessment practices.
The Visible Character & Assessment Lab is a research team of incredible graduate and undergraduate students at Marist University led by Dr. Trudel. Our work explores how developing and applying character strengths can support student flourishing, while our assessment research is dedicated to creating tools and practices that translate data into meaningful, actionable insights for students, families, and society. We believe in strengths-based, equity-driven research that helps schools and practitioners see and support the whole child. We combine rigorous methodology with a commitment to positive student development.
Read about current research project below.
Visible Character Framework & Assessment
This project focuses on developing the Visible Character Assessment (VCA), a trauma-informed, strengths-based tool designed to make student character strengths observable and measurable in school settings. The VCA is based on Dr. Trudel's Visible Character Framework, which has identified key strengths, such as perseverance, gratitude, hope, and self-regulation, that have been shown to support academic achievement, emotional well-being, positive relationships, and resilience, particularly for students affected by trauma.
Character strengths—positive, malleable traits—are underrepresented in current assessment practices. The VCA seeks to address this gap by aligning with a whole-child framework and offering educators actionable data to foster character development from a strengths-based, trauma-informed lens. By making these virtues visible and measurable, the VCA equips educators and researchers with the insights they need to support each student’s flourishing.
Cognitive Assessment
These projects investigate contemporary issues in cognitive assessment and the interpretation of intelligence measures. Our work explores key topics such as the impact of the Flynn effect on current intelligence tests, understanding testing effects on cognitive assessments, and how to ensure cognitive test results are interpreted meaningfully and ethically. In collaboration with researchers at Ball State University (Dr. Brittany Dale) and Touro University (Dr. Emily Winter), under the tutelage of Dr. Alan S. Kaufman at the University of Connecticut, this project aims to advance the science and practice of intelligence testing in empirically grounded and socially responsible ways.
Play Across the Lifespan
This project explores how play supports development, learning, and well-being from childhood through adulthood. Rooted in interdisciplinary perspectives, our work examines play as a self-directed, intrinsically motivated activity that fosters agency, cognitive development, and social connection.
Our current project investigates the growing play deficit crisis among middle school–aged children (ages 10–14)—a critical developmental period marked by increasing academic demands, social pressures, and reduced opportunities for unstructured play. Drawing from research in education, developmental psychology, and public health, this study uses a scoping review to synthesize evidence understanding the decline in play and the rise in anxiety, depression, and sedentary behavior. This work is in partnership with Dr. Alicia Dugan from the University of Connecticut School of Medicine.
Read Dr. Trudel's Work
Curious about the ideas that shape my work? I invite you to explore a selection of my research and writing below.
Trudel, S. M., Bray, M. A., McCoach, D. B., Kaufman, J. C., McGrath, R. E., Brunzell, T., & Winter, E. L. (2025). Shifting from “what’s wrong” to “what’s strong”: Developing a trauma-informed assessment of student character strength usage. Contemporary School Psychology. 1-20. https://doi.org/10.1007/s40688-025-00542-x
Trudel, S. M., Winter, E. L., & Kaufman, A. S. (2025). Digging in: Uncovering the subtest and composite level Flynn effect on the Wechsler Adult Intelligence Scale-Fifth Edition. Journal of Pediatric Neuropsychology.
Winter, E., L., Trudel, S. M., & Kaufman, A. S. (2024). What, where’s the Flynn effect on the WAIS-5? Journal of Intelligence. 12(11), 118. https://doi.org/10.3390/jintelligence12110118.
Trudel, S. M., Charamut, N. R., Perry, S. D., Sanetti, L. M. H., & Cavallari, J. M. (2024). Amplifying our voice in educator well-being initiatives. NASP Communique, 53(2), 25-28.
Trudel, S. M., Winter, E. L., & Guerrera, M. P. (2024). Nature as medicine and classroom: Evaluating an Innovative, Outdoor Course for Medical and Dental Students. Global Advances in Integrative Medicine and Health, 13.https://doi.org/10.1177/27536130241246788
Trudel, S. M., Winter, E. L., & Bray, M. A. (2022). Prevention strategies for classroom management. In E. Sabornie & D. Espelage (Eds.), Handbook of classroom management: Research, practice, and issues (3rd ed., pp. 31–53). Routledge.
Trudel, S. M., Winter, E. L., Fitzmaurice, B., Norman, G., & Bray, C. (2022). Integration of physical and sensory assessment for children with autism. Psychology in the Schools, 1–23. https://doi.org/10.1002/pits.22704
Trudel. S. M. (January, 2020). Positive education down under: Melbourne schools create a culture of positive education. NASP Communique, 48(5), 4-7.
Want to work together?
We're partnering with schools to better understand and support student thriving. If you're interested in bringing strengths-based research and meaningful assessment practices to your community, the Visible Character & Assessment Lab would love to connect. Let’s work together to make what matters visible. Please complete the form and let us know how you'd like to partner.