Tatiana Londoño

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Dr. Tatiana Londoño is a first-generation Latina born in Colombia and raised in Miami, Florida. Dr. Londoño graduated from Vassar College with a B.A. in Neuroscience and Behavior and from The University of Texas at Austin with an M.S.S.W. and then her Ph.D. Throughout her career, she has received funding from various sources such as OLLI NOVA Diversity Scholarship, St. David’s Foundation, Integrated Behavioral Health Scholars Program, and QuestBridge.

Tatiana Londoño’s scholarship focuses on the mental health and psychosocial wellbeing of Latine/x immigrant youth and their families, with an emphasis on the experiences and impact of migration. Specifically, her work explores how Latine/x immigrant youth and families navigate and adapt to the psychosocial consequences of migration and resettlement. She is particularly interested in how these experiences contribute to various outcomes, such as distress and post-traumatic growth, and how family processes can mitigate some of these outcomes. Her long-term goal is to incorporate her research into brief preventative interventions accessible to Latine/x immigrant populations in the U.S. Her work is published in Family Process, The American Journal of Drug and Alcohol Abuse, Health Psychology, Journal of Adolescent Research, Child and Adolescent Social Work Journal, and Social Work in Mental Health. She has also published policy and research briefs with the Children’s Defense Fund and the Center on Immigration and Child Welfare.

Dr. Londoño is currently involved in several National Institutes of Health (NIH)-funded studies concerning the mental health and psychosocial well-being of Latine/x youth and their families. She is using a mixed-method approach to explore the effects of migration and immigration detention on asylum-seeking children and families from Central America. Specifically, she is analyzing 1) migration trauma exposure and mental health outcomes among immigrant youth; 2) how migration shapes parent-child relationships; and 3) different trajectories of wellbeing among youth in the U.S. resettlement context and environmental contexts (e.g., neighborhood, school, immigration enforcement) that contribute to these trajectories. In addition to this project, she is currently investigating the cultural adaptation and implementation of a parenting intervention that integrates experiences of immigration-related challenges, discrimination, and biculturalism.

Dr. Londoño’s previous research projects include: (1) exploring why adolescent Latinas attempt suicide more than other females;  (2) examining the effects of immigration enforcement on U.S. citizen children of undocumented Mexican parents; (3) investigating service experiences of youth transitioning from child to adult mental health systems; (4) studying depression and suicidality among Mexican-American children and youth; and (5) assessing smoking dependence among Spanish-speaking Latine/x smokers.

Dr. Londoño also engages in needs assessment and evaluation research related to the communities she serves. She led the analysis of a campus-wide survey on assessing the needs of undocumented students at UT Austin and, with the Rooted Collective Task Force, drafted a proposal in support of a center for undocumented students. Dr. Londoño is also evaluating the Mental Health Collaborative at Girasol, a program that serves Texas immigrant children and families and educates service providers working with immigrant populations.

In the community, Dr. Londoño has worked in various settings such as schools, domestic violence agencies, and integrated behavioral health primary care clinics providing counseling, psychoeducation, and case management services to mostly Spanish-speaking families who experienced immigration-related trauma. Tatiana continues to volunteer her time to support immigrant families in detention with their credible fear interviews and orient asylum-seeking families at immigrant resource centers. She is currently the lead consultant on a project with New Mexico State University creating a trauma-informed training series for service providers working with Latine/x immigrant populations. This work is funded by the W.K. Kellogg Foundation.

Dr. Londoño has also created an asynchronous training on inclusive, trauma-informed practices with immigrants alongside the Center on Immigration and Child Welfare that can be found here. 

Professor Londoño teaches the following courses: 211A: Human Behavior in Social Environment.

You can follow Dr. Londoño on Twitter: @TatianaL924

Chaoyue Wu

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Chaoyue Wu is a doctoral candidate in Social Welfare. She graduated with her LL.B. in social work from Beijing Institute of Technology and her M.A. in social policy from the Chinese University of Hong Kong. Chaoyue’s research focuses on addressing school violence and creating a safe educational environment for all school community members. Positioned at the intersection of social work, education, public health and psychology, her work investigates the social-ecological risk factors related to various forms of school violence including violence against students, educators, and school personnel as well as the consequences for victims’ well-being. By informing evidence-based policies and interventions, her research has supported legislative efforts related to educator training and school-based mental health programs.

Chaoyue’s dissertation represents groundbreaking research in school violence prevention, being among the first studies to use large-scale data and advanced statistical approach to examine violence against teaching assistants and pupil personnel workers. Although often marginalized in school hierarchies, these under-researched groups play essential roles in supporting student learning, mental health, and school operations. Based on social-ecological framework and using samples from national survey, her multi-manuscript dissertation employs machine learning and structural equation modeling to investigate how social-ecological factors affect violence against these staff members and how school climate factors mediate the impacts of external and organizational factors on violence. This dissertation was funded by the UCLA Dissertation Year Award.

Chaoyue has an outstanding publishing record as a highly motivated Ph.D. student. Since beginning her doctoral studies in 2020, she has published 11 peer-reviewed journal articles in prestigious journals including the Journal of School Violence, Child Abuse & Neglect, and Journal of Affective Disorders. She has presented her research at academic conferences such as the Society for Social Work Research (SSWR), the American Educational Research Association (AERA), and the World Anti-Bullying Forum. She has also established research collaborations with scholars at institutions such as UC Berkeley, UNC Chapel Hill, The Ohio State University, Rutgers University, DePaul University, Hebrew University of Jerusalem and the Chinese University of Hong Kong on research projects that span both national and international contexts.

In addition to research, Chaoyue demonstrates strong commitment to teaching. She has served as a Teaching Assistant (2021-2022), Teaching Associate (2023-2024), and Teaching Fellow (2025) at UCLA’s Luskin School of Public Affairs, teaching both undergraduate and graduate courses spanning research methods, statistics, child development theory, public policy, leadership (Online), and school safety practice.