Catherine Bradshaw, Ph.D., M.Ed., is a professor and the associate dean for research and faculty development at the Curry School of Education at the UVA. Prior to her current appointment, she was an associate professor and the associate chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health, where she maintains an adjunct faculty position. She holds a doctorate in developmental psychology from Cornell University and a master's of education in counseling and guidance from the University of Georgia.

Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models.

Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has published over 200 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescenceand is currently the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014) and the editor of Handbook on Bullying: A Life Course Perspective (2017).