Socioemotional development, beginning in infancy, is critical for children’s ability to understand, express, and manage emotions, engage socially, and solve interpersonal problems. Strong socioemotional skills are linked to later positive outcomes such as school readiness, fewer behavioral problems, and higher academic achievement. Since development is shaped by environmental factors, prior research has examined influences such as parenting, parental mental health, interparental relationships, employment, income, neighborhood, and childcare availability. Yet, it remains unclear which factors most strongly shape socioemotional development, as traditional methods struggle with the complexity and number of predictors. This study employs machine learning techniques (LASSO, gradient boosting, random forest) to identify the most influential predictors, offering deeper insights into the interplay of factors and providing valuable implications for research, clinical practice, educational interventions, and family and work-related policies. If you are interested in this opportunity, please email Dr. Karen Kramer. (available Fall 2025)

More information about this research project.

The Adolescent Development and Parenting during Transitions (ADAPT) Lab focuses on teen stress experiences and parenting. Undergraduate students have opportunities to gain valuable research experience in the areas of adolescent stress, parent-adolescent communication, and adolescent and parent sleep. Students will participate in lab meetings and may assist with any of the following: data collection; data management and coding (e.g., entry, cleaning, analysis) of survey data; literature reviews; translating research findings for families; community outreach.

Students will have opportunities to work on one of the following projects: (1) the TEAM Project (examining teens' peer stress and emotions; parenting) or (2) ESSAMA Project (examining daily stress, support, and health in Latino families). We are seeking highly motivated students who are interested in adolescent stress and well-being, parenting, and parent-adolescent communication. For the ESSAMA Project, we also welcome students who speak Spanish. 

Commitment to the lab for one academic year or two consecutive semesters is strongly preferred (e.g., Fall-Spring, Summer-Fall). Students will register for anywhere from 1-3 credit hours of HDFS 294 depending on project needs and student availability (1 credit hour = 3 hours of work per week). To apply, please complete an application, which can be found at the ADAPT Lab website (please note application deadlines; feel free to inquire about available positions before applying) and submit to Dr. Kelly Tu. (available on a rolling basis)

The Family Resiliency Center (FRC) takes a transdisciplinary and participatory approach to research. We are committed to addressing wicked problems and making thriving the norm. Research projects span five intersecting hubs:

Family, child, youth, and community health
Risk, resilience, and thriving
Arousal and regulation
Mindfulness and well-being
Evidence –stats and stories

We take a cross-training approach whereby students work on several research projects, learning different research methodologies and topics. We are seeking undergraduate research assistants interested in at least a year-long commitment. To express interest or ask questions, please contact Dr. Dana Eldreth or Dr. Jacinda Dariotis.

Students will have opportunities to work on multiple projects focusing on different topics including (1) Mindfulness throughout development; (2) COVID-19 experiences from adult and youth perspectives; (3) the role of nature, music, and movement in self-regulation and coping; and (4) building research capacity among youth and community partners to lead research and move to action. More information about research projects can be found at https://familyresiliency.illinois.edu/frc-led-research

Why do some relationships succeed when others fail? How do dating couples transition in and out of relationships? How do couples manage conflict, and other relationship threats? The Healthy Experiences Across Relationship Transitions (HEART) lab is looking for undergraduate research assistants to help answer questions like these. Qualified students will take part in various activities including, but not limited to, data management, coding, analysis, literature review, and lab meetings. We are accepting undergraduates with any level of research experience. Interested students should send an email to Dr. Brian Ogolsky, briefly explaining their background and interest in the project. (available Spring 2026)

We seek motivated, detail-oriented students who are interested in learning about early social and emotional development while gaining valuable research experience. Undergraduate research assistants have opportunities to assist with a variety of research tasks, including data collection with parents and infants, behavioral coding of mother-infant interaction, editing and processing of child and mother ECG data, speech annotations of infants and family members’ vocalizations, and annotations of infants motors activities from videos of parent-infant interactions. Additionally, students will attend weekly team meetings related to their research task and responsibilities. We have a strong preference for students who can commit to 2 credit hours (6 hours per week) for two or more semesters. Students who stay on the lab for more than two semesters have opportunities to become involved in a variety of tasks and also have the option to complete an independent study or honors project. Currently, we have positions open for Spring/Summer/Fall 2025 terms. To apply, please email Dr. Nancy McElwain and Ms. Jordan Bodway.

The Moms’ and Kids’ Experiences In Transition (MAKE IT) Lab conducts quantitative and qualitative research to understand the intersecting experiences of intimate partner violence (IPV), separation and divorce, and coparenting after separation with abusive former partners. Past projects have explored partner relationship dynamics and the effects of IPV on mothers and children during and after separation. Most recently, our work centers on family court responses to IPV in the context of divorce and child custody cases.      

We involve highly motivated, responsible, and dependable undergraduate students in our research team. Undergraduate RAs have the opportunity to work on the Assessing Safer Attorney Practices (ASAP) Project. This project involves assessing the efficacy of a training program designed to promote IPV-informed decision-making among family law attorneys. We are collecting both survey and in-depth interview data. Undergraduate RAs may be involved in a variety of activities, including: gathering information on family law practices across the U.S., reviewing literature, recruiting participants, transcribing and coding data, organizing and managing data, analyzing data, and attending regular team meetings.

RAs in the MAKE IT lab gain valuable research skills and experience working in a collaborative team environment. Commitment to the RA position for more than one semester is strongly preferred. Students who remain on the project for at least two semesters may have the opportunity to prepare posters/presentations. Students will register for HDFS 294 for 1-2 credit hours (3 hours of work per week for each credit hour). For James Scholar honors students, opportunities are available to fulfill the independent research project and presentation requirement. To apply, send a resume and brief statement describing your interests to Dr. Jennifer Hardesty and/or Dr. Brian Ogolsky. (full for Spring 2026; available on a rolling basis starting Summer 2026)

The Sexual Orientation, Gender Identity, and Health (SOGI Health) Research Lab is housed in the Department of Human Development and Family Studies at the University of Illinois at Urbana-Champaign and directed by Dr. Jessica Fish. The research lab brings together faculty, students, and community partners to advance research that promotes the positive development and health of LGBTQ+ young people.

Undergraduate research assistants will gain hands-on experience working on qualitative, quantitative, and multi/mixed methods projects on LGBTQ+ youth and their families. Students will have the opportunity to develop knowledge and skills in: 

• Reading, reviewing, and synthesizing scientific research on LGBTQ youth development, families, and health, including best practices for conducting LGBTQ-related research.
• Supporting research project coordination, including administrative tasks involved in study design and management (e.g., human subjects research, IRB applications, participant recruitment).
• Designing and piloting research surveys for data collection and analysis.
• Cleaning, managing, and analyzing quantitative and qualitative data.
• Building and maintaining community partnerships to support research and program development in LGBTQ health.
• Communicating research findings through writing and presentations (e.g., publications, research briefs, reports, conference posters, website features).

Students will work directly with Dr. Fish and alongside graduate and undergraduate team members in a collaborative research environment. No previous research experience required.

We ask students to commit an average of six hours per week for one academic year (or two consecutive academic semesters). Students are encouraged to register for HDFS 294 / 295 for 1-3 credit hours (1 credit hour = 3 hours of work per week). James Scholar honors students may also use this experience to fulfill their independent research project and presentation requirement.

We interview and accept students on a rolling basis. Interested applicants should complete our online application.

Strong(er) Families lab is seeking motivated undergraduate research assistants. The research and outreach projects sponsored by our lab are grounded primarily in the fields of family science and prevention science. Students will have the opportunity to participate in projects involving research on family resiliency as well as the implementation and evaluation of family-based interventions.

Current basic and applied research projects are focused on couples’ relationship stability and safety, families and technology, and program evaluation. Students may support various aspects of active projects, including participant recruitment, project communications, data management, survey development, and distribution of outreach resources. Interested students should send an email to Dr. Allen Barton, briefly explaining their background and interest in this content area. (Spring 2026, Summer 2026, and/or Fall 2026)

People in agricultural communities readily share that agricultural work is stressful. Psychological distress, anxiety, depression, and suicide rates are higher among farmers than the general population, but factors and mechanisms contributing to poor mental health outcomes are not well understood and stigma creates barriers to help-seeking. Research about farm stress has not been as attentive to origins and manifestations of stress across diverse groups within agriculture.

This research opportunity is to assist in mixed methods (i.e., quantitative and qualitative) projects about farm stress among agricultural community members in Illinois, the Midwest, and the U.S. more broadly. Two projects include surveys and interviews to explore the prevalence of mental health and substance use issues, as well as their meanings and impacts on farm families, barriers to accessing help, and ideas for programmatic solutions. One project focuses on agriculturalists who are lesbian, gay, bisexual, transgender, and/or queer (LGBTQ+) to understand unique aspects of stress and wellbeing in farming contexts. Findings across projects will be used to inform development and implementation of programs and resources through Illinois Extension.

We are seeking highly motivated, responsible, dependable undergraduate students to join the projects. Students will learn hands-on research skills in quantitative and qualitative methods. RAs will be trained in research processes such as literature reviews, data entry, data management, and analysis. RAs may enter survey data, transcribe interviews, code interviews, engage in research translation work, write reports, and attend regular research meetings. Students will register for 2-3 credits of HDFS 294. RAs who commit to two or more semesters of working with the project will be eligible and may be invited to present findings, co-author publications, and/or work with Illinois Extension educators on subsequent program development, implementation, and evaluation. Interested students should submit a letter to Dr. Courtney Cuthbertson describing their interest and past research experience (if applicable, including other RAs, internships, and research methods coursework). (available on a rolling basis)

How do external stressors impact how individuals think and behave in their romantic relationships? What are some of the most pressing stressors facing couples? Why are some couples able to maintain high levels of relationship functioning over time, whereas others struggle? The Stress, Trajectories, and Romantic Relationships (STARR) lab is looking for motivated undergraduate research assistants to help address these questions. Students will take part in several research-related activities, such as data management, coding, analysis, literature reviews, and lab meetings. Students may also have the opportunity to prepare posters/presentations based on their work in the lab.

Commitment to the research assistant position for more than one semester is strongly preferred. Students will register for HDFS 294 for 1-3 credit hours (3 hours of work per week for each credit hour). For James Scholar honors students, there are opportunities to fulfill the independent research project and presentation requirement.

Undergraduate students with any level of research experience are encouraged to reach out. To apply, please send a resume and brief statement describing your interest in getting involved in the lab to Dr. Jeremy Kanter. (available Fall 2026)