Cecilie Evertsen

Cecilie Evertsen is an Associate Professor at the University of Stavanger, Faculty of Arts and Education, affiliated with the Norwegian Centre for Learning Environment and Behavioral Research in Education. Her work focuses on early childhood education, socio-emotional development, and learning environments. She is actively involved in research, teaching, and public dissemination.

• Position: Associate Professor
• Institution: University of Stavanger
• Department: Norwegian Centre for Learning Environment and Behavioral Research in Education
• Contact: cecilie.evertsen@uis.no | Room HG Q-363

Her research centers on emotional self-regulation, attachment, robustness in upbringing, and the quality of teacher-child interactions in kindergarten and school settings. She frequently uses the Classroom Assessment Scoring System (CLASS) as a framework for evaluating and improving pedagogical practices. Her work bridges academic research and practical application in educational and parenting contexts.

The recent articles highlight a strong focus on socio-emotional development, CLASS implementation in Norway, emotional regulation, and the impact of modern parenting on children’s resilience. Her publications span journals in education, psychology, and child development, reflecting interdisciplinary engagement. She also contributes to book chapters and public seminars, emphasizing knowledge transfer.

She has delivered numerous lectures and public talks (2021–2025) on topics such as robust upbringing, mental health in children, transitions from kindergarten to school, and socio-emotional competence. These include seminars for parents, educators, and professional development events across Norway.

Dr. Evertsen supervises master’s students and contributes to academic and public discourse through media appearances and opinion pieces in outlets like Stavanger Aftenblad and VG. Her work is deeply rooted in improving educational and developmental outcomes for children through evidence-based practices.

She is involved in multiple projects related to learning environments, including systemic implementations of CLASS, capacity building in kindergartens, and promoting mental health. Her leadership in research dissemination through national and international conferences underscores her role as a key figure in Norwegian educational psychology.