Illustration by Storyset
Children develop within distinct but interconnected contexts: their families, their schools, and the broader social and structural systems around them. Drawing on ecological systems theory and interdisciplinary perspectives, I study how these contexts shape children’s learning, development, and access to educational opportunity, and how these processes vary across children and communities. This work grounds my partnership research: understanding the contexts children grow up in helps identify where systems can best support them.
Related Work
Bartoli, B., Joshi, C., & Wolf, S. (2022). Parental engagement in Ghanaian pre-primary schools: A mixed methods approach. International Journal of Educational Research, 112. [DOI]
Kumar, A., Bartoli, B., Lichand, G., & Wolf, S. (2023). Sociodemographic predictors of depression and anxiety symptomatology among parents in rural Côte d’Ivoire. Journal of Affective Disorders, 338, 1–9. [DOI]
Jeong, J., Bartoli, B., & McCann, J. (2024). Development and validation of a measure for father involvement during early childhood in a resource-limited context. BMC Public Health, 24, 2970. [DOI]
Bartoli, B., & King, J. R. Sleep tight, act right? The effect of clock time policy on student behavior outcomes. Work in progress.
Morris-Perez, P., Connors, M., & Bartoli, B. The concentric circles were never Bronfenbrenner’s: A story of mistaken attribution with profound consequences. Submitted.
Morris-Perez, P., Connors, M., & Bartoli, B. Bronfenbrenner’s legacy: Harnessing the beautiful complexity of humanity. In P. A. Fisher & J. Lombardi (Eds.), The Cambridge Handbook of the New Ecology of Early Childhood. Forthcoming.