Elinor Schad

Welcome!

I am a research practitioner with a background in clinical and educational psychology. Since 2018, I am a senior lecturer/associate professor in educational psychology in the Department of Psychology at Lund University. In 2022, I joined the LU based Birgit Rausing Centre for Medical Humanities as a Research Fellow (https://www.medical-humanities.lu.se/).

The research in my group centers on educational psychology, with a particular focus on how communication, relationships, and organizational structures influence learning environments, teacher well-being, and student development. Our goal is to bridge the gap between theory and practice, providing evidence-based insights that contribute to healthier, more inclusive, and effective educational systems.

We strive to offer actionable strategies for educators, psychologists, and policymakers. Our work emphasizes inclusivity, well-being, and effective practices in education, empowering professionals to create meaningful, lasting change.

Research Highlights

Supporting Teachers and Sustainable Educational Practices

A central theme in our work is understanding the challenges teachers face and promoting sustainable practices in education. A recent study, Exploring the Sustainability of the Teaching Profession: A Thematic Analysis of Teachers’ Perspectives (2022), underscores the need for systemic changes to support teachers’ long-term well-being. Ongoing research also focuses on the role of school psychologists in working with teachers to foster students' social and emotional development and build coping skills to manage the emotional demands of the profession (https://portal.research.lu.se/en/projects/the-libra-project).

The Maia Study: Promoting Positive Classroom Behavior

In collaboration with Linnéuniversitetet, we have examined evidence-based interventions, such as the PAX Good Behavior Game, which promotes collaborative and respectful classroom environments. Recent studies, including Doing PAXY Things: Swedish 3rd-Grade Students’ Feelings and Attitudes Towards Participation in the PAX Good Behavior Game (2024) and More than Just a Game: Teachers’ Experiences of the PAX Good Behavior Game (2023), demonstrate its effectiveness in encouraging engagement and positive behavior among students.

The Epione Project: Incorporating Compassion into Compassion Fatigue

Compassion fatigue is a state of emotional exhaustion experienced by professionals in helping roles, such as healthcare workers and educators. Drawing on the theoretical model proposed by Coetzee and Laschinger, we view compassion as a vital psychological resource that can be depleted when professionals lack support and feedback, leading to burnout. In Breaking the Taboo: Eight Swedish Clinical Psychologists’ Experiences of Compassion Fatigue (2020), we explored how clinical psychologists experience and manage compassion fatigue, emphasizing the importance of support systems and coping strategies in mitigating its effects. Building on this, we developed the Compassion Fatigue Inventory (Eng et al, 2021).
This tool distinguishes compassion fatigue from other stress-related syndromes, such as secondary traumatic stress and burnout, by specifically assessing the reduced ability to express compassion in professional relationships. Our goal is to contribute to strategies for enhancing emotional resilience and sustainability in helping professions. The scale is free to use in both research and practice.

Facilitating Preschool Transitions and Relationships 

Transition to preschool is crucial for child development and family dynamics. The work of PhD student Martina Andersson Søe, such as “We Tend to Underestimate the Children!” – Preschool Teachers’ Views on Child-Parent-Teacher Relationship-Building During Preschool Transition (2024), highlights the importance of strong relationships between parents, teachers, and children for a smooth transition building on earlier work, such as Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building (2023).

Addressing Challenges During COVID-19

The pandemic posed unique challenges for educators, especially in preschool settings. In a study by PhD student Martina Andersson Søe, Distance Creates Distance: Preschool Staff Experiences During the COVID-19 Pandemic (2022), we explored how restrictions affected relationship-building and identified strategies to mitigate these impacts in future disruptions.

PhD Students

Martina Andersson Søe
Donny Bergsten

Academic and Professional Training

I graduated from University of Michigan with a Bachelor of Science with Honors. After that I pursued a Master of Science Degree in Medicinal Chemistry at the Rackham School of Graduate studies, also at University of Michigan. After relocating to Sweden, I attended the five year Clinical Progam in Psychology at Lund University. My residency training was done at the Child and Youth Psychiatric Clinic at the Lund University Hospital. I also have a specialist certificate in Educational Psychology and a PhD in Work and Organisational Psychology from Lund University. The majority of my clinical work has been done in schools.

Developed Scales

Compassion Fatigue Inventory: 

The Compassion Fatigue Inventory (CFI) was developed by my group in 2020. The CFI may be freely used for research purposes. It is currently under translation to several languages. Please contact me if you are intreseted in using this scale.

Compassion Fatigue Inventory_English.pdf (lu.se)

Currently, I teach both introductory (The Psychology Profession) and advanded level (Educational Psychology) courses in the clinical psychology program. I also supervise students writing their Masters or PhD thesis. Central to my teaching goal is the personal growth of each individual student.