• Welsh, J., Rappaport, N., & Tretyak, V. (2017) The Opioid Epidemic: 7 Things Educators Need to Know. Educational Leadership 75(4).
  • Sehgal, P., Jeffries, J., & Rappaport, N. (2017) Combatting Race-Related Stress in the Classroom. Educational Leadership 75(4). [PDF]
  • Krinsky, S.J. & Rappaport, N. (2015). Self-injury: What educators need to know. Educational Leadership.
  • Rappaport, N. & Wittenauer, J. (2015). Is this student safe at school?: The Safety Assessment Model. Educational Leadership.
  • Rappaport, N. (2013). ADHD Medication Can Help Kids, But It Can't Fix Schools. Education Week.
  • Don’t Draft Children To Fight School Shooters, CommonHealth
  • Minahan, J. & Rappaport, N. (2015). Student Anxiety and Classroom Management. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management (784-787). Thousand Oaks, CA: SAGE Publications.
  • Wittenauer, J., Ascher, M., & Rappaport, N. (2015). Drugs. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management (272-274). Thousand Oaks, CA: SAGE Publications.
  • Wittenauer, J. & Rappaport, N. (2015). Risk assessment of students’ online behaviors: The role of the mental health consultant. JAACAP Connect 2(3): 8-10. [PDF]
  • Rappaport, N. & Wittenauer, J. (2015) Is This Student Safe at School? Educational Leadership 73(2). [PDF]
  • Rappaport, N., Pollack, W.S., Flaherty, L.T., Schwartz, S.E.O., & McMickens, C. (2015) “Safety Assessment in Schools: Beyond Risk: The Role of Child Psychiatrists and Other Mental Health Professionals.” Child and Adolescent Psychiatric Clinics of North America 24(2): 277-289. [PDF]
  • Warshof, A. & Rappaport, N. (2013). Staying Connected with Troubled Students. Educational Leadership, 71(1): 34-38. [PDF]
  • Rappaport, N. (2013). Suicide by Security Blanket, and Other Stories from the Child Psychiatry Emergency Service: What Happens to Children With Acute Mental Illness. Journal Of The American Academy Of Child & Adolescent Psychiatry, 52(9), 974-975. [PDF]
  • Rappaport, N., Kulick, D. and Phelps, L. (2013), Psychotropic medications: An update for school psychologists. Psychology in the Schools, 50: 589–600. [PDF]
  • Rappaport N. (2013). Three Ways to Help “Loners” and Improve School Safety. Harvard Education Letter 29(1). [online]
  • Rappaport N, Minahan J. (2013). Breaking the Behavior Code: How to help teachers make a difference with challenging student behavior. Principal 2013 January/February: 18-22. [PDF]
  • Gerson, R. & Rappaport, N. (2013). Traumatic Stress and Posttraumatic Stress Disorder in Youth: Recent Research Findings on Clinical Impact, Assessment, and Treatment. Journal of Adolescent Health, 52(2), 137-143. [PDF]
  • Rappaport, N. & Minahan, J. "I didn't mean to..." Practical suggestions for understanding and teaching students with sexualized behavior. Phi Delta Kappan 2013 February: 21-26. [PDF]
  • Three Ways to Help “Loners” and Improve School Safety, Harvard Education Letter, Vol. 29, Number 1, January/February 2013 [online]
  • Minahan, J. & Rappaport, N. Anxiety in Students: A Hidden Culprit in Behavior Issues. Phi Delta Kappan 2012 December: 34-39. [PDF Reprint]
  • Nancy Rappaport and Jessica Minahan: Cracking the Behavior Code - Students Who Challenge Us. Educational Leadership. October 2012, Volume 70 | Number 2, Students Who Challenge Us Pages 18-25. [online]
  • Rappaport N. A Mindful Approach to Parent Conflict. American School Board Journal 2012 September: 20-21. [PDF]
  • Michele Casoli-Reardon, Nancy Rappaport, Deborah Kulick, and Sarah Reinfeld. (2012) Ending School Avoidance. Educational Leadership 70(2): 50-55. [PDF]
  • Gerson R, Rappaport N. Cyber cruelty: Understanding and preventing the new bullying. Adolesc Psychiatry 2011; 1(1): 67-71. [PDF]
  • Rajan R, Rappaport N. When Can I See You Again?”: Engaging immigrant adolescents with histories of of attachment ruptures, loss, and insecure attachments in long-term outpatient psychotherapy. Adolesc Psychiatry 2011; 1(1): 35-45. [abstract]
  • Barrett J, Rappaport N. Keeping it real: Overcoming resistance in adolescent males mandated into treatment. Adolesc Psychiatry 2011; 1(1): 28-34. [abstract]
  • Barkai A, Rappaport N. A psychiatric perspective on narratives of self-reflection in resilient adolescents. Adolesc Psychiatry 2011; 1(1): 46-54. [abstract]
  • Staying at the Table: Building Sustainable Community-research Partnerships. Journal of Community Psychology. 2008, 36(6) 693-701.[PDF Reprint]
  • Rappaport N, Frazier J, Connor D, Mattison R. From Zero to a Hundred in a Split Second: Understanding Aggression in an Eight- Year- Old Child. Harv Rev Psychiatry 2006;14:1-12. [PDF Reprint]
  • Murakami S, Rappaport N, Penn J. An Overview of Juveniles and School Violence. Psychiatric Clinics of North America, 2006. 29: 725-741. [PDF Reprint]
  • Rappaport N, Flaherty LT, Hauser ST. Beyond psychopathology: Assessing seriously disruptive students in school settings. J of Pediatrics. 2006. 149:252-256. [PDF Reprint]
  • Karen A. Hacker, MD, MPH, Shakira F. Suglia, MS, Lise E. Fried, DSc, MS, Nancy Rappaport, MD, and Howard Cabral, PhD. Developmental Differences in Risk Factors for Suicide Attempts between Ninth and Eleventh Graders. Suicide and Life Threatening Behavior. 2006. [PDF Reprint]
  • Chubinsky P, Rappaport N Medication and the Fragile Alliance:The Complex meanings of psychotropic medication to children,adolescents and Families. J of Infant, Child and Adolescent Psychotherapy 2006. 5:111-123. [PDF Reprint]
  • Mulvaney-Day NE, Rappaport N, Alegria M, Codianne LM. Developing systems interventions in a school setting: An Application of community-based participatory research for mental health. Ethnicity & Disease 2006. S1:107-117. [PDF Reprint]
  • Rappaport N, Prince JB, Bostic JQ. Lost in the Black box: Juvenile Depression, Suicide and the FDA’s Black Box . J of Pediatrics 2005. 148 [PDF Reprint]
  • Rappaport N, Bostic JQ, Prince J, Jellinek MS. Treating pediatric depression in primary care: Coping with the patient’s blue mood and the FDA’s Black Box. J of Pediatrics 2006; 48:567-8. [PDF Reprint]
  • Practice parameters for psychiatric consultation to Schools. J Am Acad Child Adol Psychiatry 2005. 44:1068-1083. [PDF Reprint]
  • Daley ML, Becker DF, Flaherty LF, Harper G, King RA, Lester P, Milosavljevic N, Onesti J, Rappaport N, Schaw-Stone M. Case Study: The Internet as a developmental tool in an adolescent boy with psychosis. J Am Acad Child Adolesc Psychiatry 2005. 44: 187-190. [PDF Reprint]
  • Rappaport N. Survival 101: assessing children and adolescents’ dangerousness in school settings. In: Esman AH, Flaherty L, Horowitz H, editors. Adolescent Psychiatry 2004. 28:157-181. [PDF Reprint]
  • Rappaport N, Thomas C. Recent Research Findings on Aggressive and Violent Behavior in Youth: Implications for Clinical Assessment and Intervention. J Adol Health. 2004. 35: 260–277. [PDF Reprint]
  • Rappaport N. Psychiatric consultation to school-based health centers: lessons learned in an emerging field. J Am Acad Child Adol Psychiatry 2001. 40: 1473-1475. [PDF Reprint]
  • Rappaport N. Emerging models of school consultation. In: Child and Adolescent Psychiatric Clinics of North America. Philadelphia: WB Saunders; 2001. 13-24. [PDF Reprint]
  • Rappaport N, Chubinsky P. The meaning of medication to children, adolescents, and their families. J Am Acad Child Adol Psychiatry 2000. 39: 1198-1200. [PDF]
  • Rappaport N. An advising program in a large urban high school: the magic match. In: Esman AH, Flaherty L, Horowitz H, editors. Adolescent Psychiatry, Vol. 24. London: The Analytic Press; 1999. p.109-117. [PDF Reprint]

Reviews, Chapters, and Editorials

Cambridge Rindge and Latin High School Advising Program

Principal Investigator of Evaluation (seeking to understand gap in the literature of different pathways and trajectories of advisor’s role in shaping adolescent adjustment; developing appropriate interventions with adolescents to prevent psychopathology and foster resilience; professional development with teachers to strengthen positive relationships with students that promote educational success).

Project EXPORT: School Systems Enhancement Program

Despite the enormous allocation many schools spend on students of special education, the research about how to enhance service delivery is sparse. In a unique collaboration with Cambridge Health Alliance Center of Multicultural Research and the Cambridge Public Schools, I am a co-investigator in a four-year EXPORT grant to identify how disruptive students are managed correctly and to design interventions that increase integration of mental health services and examine how to identify patterns that can optimize academic engagement.

Educational Material

  • Rappaport, N. Cambridge Rindge & Latin School Ninth Grade Advising Curriculum. 1998. [Advising Manual]
  • Rappaport N. Building a way to connect with high school students. AACAP News 1998; July/Aug:134-136.
  • Rappaport N. Special education alert. AACAP News 2000; Jan/Feb:25-27. [PDF Reprint]
  • Rappaport N. Small advising groups: relationships for success. High School Magazine 2000; 7(9):45-47.
  • Rappaport N. Missing the mark: school consultation-assessing students’ potential for violence. AACAP News 2000; July/Aug:164-165. [PDF Reprint]
  • Rappaport N. Increasing teachers’ caring potential through advising. Middle Matters 2002; 11(1):4-6. [PDF Reprint]
  • Rappaport N. How to Safeguard Aggressive impulsive students in a school setting:Tips from the trenches. Brown Child and Adolescent University Behavior Letter March 2005 page 1,4,5. [PDF Reprint]
  • Rappaport N, Barrett JG. Under the gun: threat assessment in schools. Virtual Mentor. 2009;11(2):149-154. [Full Text]

Non-print Materials

  • Videotape of my work at Children’s Storefront, an elementary school in Harlem, NYC (nominated for Oscar for best documentary). 1983.
  • Rappaport N. Discussant of introducing innovative program on adolescent unit: Animals as intermediaries. Washington, DC: National Public Radio, 1994.
  • Videotape produced with students on orientation to advising, Cambridge, MA 1997.