Research
Understanding how schools can refine their prevention programming and early intervention strategies
Research Interests
Current Research Focus
Broadly, Ishan's research interests center on school-based mental health prevention programming and early intervention for ethnic-racial minority students.
In prevention programming, he examines how strategies such as school climate, non-parental adult support, and social-emotional learning can prevent or ameliorate mental health challenges among ethnic-racial minority youth. This work is designed to inform school-based strategies that mitigate the harmful effects of both the loneliness epidemic and heightened racial discrimination.
In early intervention, he focuses on leveraging and optimizing brief mental health interventions in schools to reduce burden on school staff and ensure that every student with heightened concerns receives treatment.
Research Areas
Core areas guiding prevention, intervention, and dissemination work
Prevention Programming
Building healthy school systems that promote student well-being
- Building healthy school climates
- Facilitating positive teacher-student and peer relationships
- Bolstering social-emotional learning strategies
- Promoting universal data-based decision-making
Early Intervention
Improving access to brief, effective school mental health supports
- Identifying students with heightened concerns via universal screening
- Refining Tier 2 internalizing symptom intervention packages
- Examining single-session interventions for internalizing concerns
- Adopting evidence-based progress monitoring tools
Dissemination Science
Translating research findings into practical applications
- Conference presentations and professional development workshops
- Technical reports and practice briefs for school practitioners
- Implementation support for evidence-based practices in schools
- Consultation with educational systems on research integration
Publications & Research
Contributing to the field of school psychology through rigorous research
* Indicates undergraduate student mentee co-author
Grants
Total Funded Amount: $8,700.80
Vengurlekar, I. N., & Kilgus, S. P. (Principal Investigator). An examination of a school-based single-session intervention: A school psychology perspective. Funding Source: Society for the Study of School Psychology.
*Ellalasingham, D., Vengurlekar, I. N., & McCarthy, C. (Co-Investigator). Does self-compassion moderate the association between music-specific stress and internalizing symptoms? Funding Source: Psi Chi Research Grants.
*Thudi, K. R., Vengurlekar, I. N., & Vargas, I. (Co-Investigator). Does mindfulness moderate the association between social media use and internalizing concerns? Funding Source: Psi Chi Research Grants.
Vengurlekar, I. N., Steggerda, J. C., & Bridges, A. J. (Principal Investigator). Perceived support, music-related stress, and internalizing symptoms in university-level music majors. Funding Source: Psi Chi Research Grants.
Honors & Awards
Project Scholars in Teaching, Applied Research, and Service (STARS)
$26,927 per year, tuition remission, annual professional conference travel stipend, annual in-person conference between UW-Madison and USF Faculty and Scholars, and a notebook computer.
- • Inaugural Cohort of the UARK CAPS Ambassadors
- • Inaugural Cohort of the UARK DEI Student Ambassadors
- • National Scholar (Office of Nationally Competitive Awards)
- • Office of Undergraduate Research Cash Award ($500)
First Ranked Senior Scholar (Among those with the highest GPA)
Peer-Reviewed Journal Articles
*Ellalasingham, D., Vengurlekar, I. N., & McCarthy, C. (In Press). Does self-compassion moderate the association between music-specific stress and internalizing symptoms? Psychology of Music.
Vengurlekar, I. N., & Kilgus, S. P. (2026). School-based single-session interventions: A scalable strategy to address the mental health crisis. Journal of Applied School Psychology.
Oddleifson, C., Vengurlekar, I. N., Hendrix, C., Levis, T., Anderson, E., Kilgus, S. P., & Eklund, K. (2025). A scoping review of technology-mediated assessment of youth mental health: Future directions for school mental health. School Mental Health.
McDaniel, S., Chow, J., Kilgus, S. P., Porter, J., & Vengurlekar, I. N. (2025). A systematic review of universal screening for social, emotional, and behavioral needs in schools. Journal of Applied School Psychology.
Vengurlekar, I. N., *Thudi, K., & Vargas, I. (2025). Mindful scrolling: Exploring whether mindfulness modifies the association between social media engagement and internalizing concerns. Current Psychology.
Oddleifson, C., Latham, A., Kim, J., Klingbeil, D. A., Kilgus, S. P., & Vengurlekar, I. N. (2025). Using nomograms to identify academic risk based on multiple sources: A conceptual replication. Journal of School Psychology.
Vengurlekar, I. N., Oddleifson, C., Salvatore, C., Kilgus, S. P., & Dart, E. H. (2024). Ecological momentary assessment as a delivery service for progress monitoring internalizing concerns. Journal of Applied School Psychology.
Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Hernandez Rodriguez, J., Pastrana, F. A., Brown, M. L., Moore, F., & Cavell, T. A. (2024). Moderators of the link between social preference and persistent peer victimization for elementary school children. Journal of Clinical Child & Adolescent Psychology.
Mutignani, L. M., Steggerda, J. C., Scafe, M. J., Vengurlekar, I. N., & Cavell, T. A. (2024). The practice of rematching in youth mentoring: A study of planned rematches in school-based mentoring for aggressive children. Children and Youth Services Review.
Vengurlekar, I. N., Steggerda, J. C., & Bridges, A. J. (2023). Were you rushing or were you dragging? Perceived support, music-related stress, and internalizing symptoms in university-level music students. Psychology of Music.
Vengurlekar, I. N., & *Thudi, K. R. (2023). College student video gaming: Risk or resilience for mental health? Psychological Reports.
Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Blake, J. M., Hernandez Rodriguez, J., Pastrana, F. A., & Cavell, T. A. (2023). Anxiety sensitivity and internalizing symptoms: Co-predictors of persistent peer victimization in elementary school children. Journal of School Violence.
Vengurlekar, I. N., Steggerda, J. C., *Brown, M. L., Kiefer, J. L., & Cavell, T. A. (2022). Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use. Journal of Community Psychology.
Book Chapters
Kilgus, S. P., Dart, E. H., Vengurlekar, I. N., & Kangavary, A. (2026). Progress monitoring within a culturally responsive evaluation framework. In J. Twyford, K. Eklund, E. Dowdy, R. Kamphaus, & C. R. Reynolds (Eds.), Culturally informed approaches to behavioral and educational assessment. Guilford Publishing.
Kilgus, S. P., & Vengurlekar, I. N. (In Progress). Interventions for students at risk for internalizing problems. In D. N. Miller (Ed.), Supporting students with internalizing problems: school-based identification, intervention, and mental health promotion. Guilford Publishing.
Manuscripts Under Review or in Preparation
Oddleifson, C., Vengurlekar, I. N., Edney, C., Kilgus, S. P., Eklund, K., & von der Embse, N. (Revise & Resubmit). Student mental health before, during, and after COVID: A five-year trend.
Technical Reports
Eklund, K., O'Neil, S., Hendrix, C., Barnett, K. C., & Vengurlekar, I. N. (2025). “I just thought it would help me”: Youth experiences with school mental health services. School Mental Health Practice Brief created for the Madison Metropolitan School District.
Research Impact
Ishan's scholarship contributes to advancing school-based mental health practices through prevention programming, early intervention, and dissemination science. His work emphasizes rigorous, actionable evidence that supports schools in delivering effective and equitable services.
Discuss Research Collaboration