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Chloe Hamza

Chloe Hamza
Assistant Professor

phone: 416-978-1059

Department: Applied Psychology and Human Development

Research Overview

My research is focused on understanding the development of mental health and well-being among youth, adolescents, and young adults in a variety of educational contexts (e.g., elementary, secondary, and post-secondary schools). I am particularly interested in the ways students experience stressors in schools, how students cope with stressors, and links between coping and student mental health and well-being. I also am interested in understanding the processes through which mental health challenges occur, and identifying ways to support vulnerable students. My work serves to inform prevention and intervention programming in educational settings, and promote the use of evidence-informed practices in schools.

Teaching Overview

APD1297: Mental Health in the Classroom
APD1295: Adolescent Mental Health

Representative Publications


*Simone, A., & Hamza, C. A. (2020). Examining the disclosure of nonsuicidal self-injury to informal and formal sources: A review of the literature. Clinical Psychology Review. Advanced online publication:

Hamza, C. A., *Ewing, L, Heath, N. L., & Goldstein A. L. (2020). When social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among university students with and without pre-existing mental health concerns. Canadian Psychology. Advanced online publication:

^Lloyd-Richardson, E. E., ^Hasking, P. A., Lewis, S. P., Hamza, C. A., ^McAllister, M., ^Muehlenkamp, J., A., & ^Baetens, I. (2020). Addressing self-injury in schools, Part 1: Understanding nonsuicidal self-injury and the importance of respectful curiosity in supporting youth who engage in self-injury. NASN School Nurse, 35, 92-98.

^Lloyd-Richardson, E. E., ^Hasking, P. A., Lewis, S. P., Hamza, C. A., ^McAllister, M., ^Muehlenkamp, J., A., & ^Baetens, I. (2020). Part 2: Addressing self-injury in schools: How school nurses can help with addressing issues related to assessment, ongoing care, and referral for treatment. NASN School Nurse, 35(2), 99-103

Lewis, S. P. ^Hasking, P. A., Heath, N. L., Hamza, C. A., Bloom, E., ^Lloyd-Richardson, E. E., & ^Whitlock, J. (2019). Advocating for best-practices to address nonsuicidal self-injury in schools: A call to action for school psychologists. Psychological Services. Advanced online publication: doi:10.1037/ser0000352. 

Hamza, C. A. & Willoughby, T. (2019). Impulsivity and nonsuicidal self-injury: A longitudinal examination among emerging adults. Journal of Adolescence, 75, 37-46.

*Ewing, L., Hamza, C. A., & Willoughby, T. (2019). Stressful experiences, emotion dysregulation, and nonsuicidal self-injury among emerging adults. Journal of Youth and Adolescence, 48, 1379-1389.

Hamza, C. A., & Willoughby T. (2018). A lab-based study on nonsuicidal self-injury, pain, and emotions among university students. Psychiatry Research, 28, 462-468.

*Billawala, A., Hamza, C. A., & Stewart S. L. (2018) Assessing psychosocial risk among children and youth with complex special needs. Journal on Developmental Disabilities, 23, 17-26.

^Whitlock, J., ^Baetens, I., ^Lloyd-Richardson, E. E., ^Hasking, P. A, Hamza, C. A., Lewis, S. P., ^Franz, P., & ^*Robinson, K. (2018). Helping schools help parents of youth who self-injure: Considerations and recommendations. School Psychology International, 39, 312-228.