Jessica Coifman, MPH

Managing Director / Research Lead
(206) 543-6483
Box 354920 / Room 110C
  • Biography
  • Projects
  • Publications

Jessica graduated with a MPH in Social & Behavioral Sciences from the University of Washington. She has worked in an array of positions promoting positive health outcomes and advancing social justice issues in various non-profit, health and academic settings. Over the past 10+ years, she has been involved in social and behavioral research studies on such topics as youth suicide prevention, improving HIV medication adherence in homeless populations, and reducing social isolation for LGBTQ older adults.  She is particularly interested in identifying and bolstering support systems for youth at-risk for suicide in their transition from adolescence to young adulthood, and therefore is delighted to be working towards innovations in mental health services implementation in schools.

This project will use machine learning algorithms to evaluate the extent to which high school students' social media posts provide the information needed to accurately predict and manage suicide risk in real time.
This project is designed to deliver and evaluate an early warning system and Tier 2 intervention (Student Engagement and Empowerment) to improve student attendance, behavior, and achievement. In doing so, this project investigates the effects of building capacity within schools to make data-driven decisions surrounding the selection and delivery of evidence-based, brief, relatively low-cost interventions proven to improve students’ mindsets and school belonging, two constructs linked to increased school engagement and safety.
BOLT is focused on designing and texting an online training platform and post-training consultation procedures to support measurement-based care / routine outcome monitoring among school-based mental health providers. Both the platform and the training will be iteratively developed using best practices from the field of user-centered design.
The HELM project will adapt and test an existing leadership-focused implementation strategy (Leadership and Organizational Change for Implementation; for use with elementary school principals in buildings where universal social, emotional, and behavioral program are being implemented. For more information about this project, click here.
This project will redesign an evidence-base psychosocial intervention, Collaborative Assessment and Management of Suicidality (CAMS), for use in the school context, using mixed qualitative and quantitative methods.
This mixed methods study contributes to the science of intervention adaptation by 1) using an expert consensus Delphi method to create a decision support tool for making EBP adaptations in routine practice settings and 2) examining which modifications were made to school-based EBPs during three recent implementation efforts.
The purpose of this study is to identify which evidence-based practices (EBPs) teachers and paraeducators use to more meaningfully include and retain autistic children in general education settings; and the malleable individual and organizational characteristics that increase EBP use. Click here for more information.
(non-research) The SMART Center Postdoctoral Research Training Program in School Mental Health is funded by the U.S. Department of Education’s Institute for Education Sciences (IES).The fellowship’s areas of focus align with those of the SMART Center and include research-based school behavioral health strategies and policies, implementation science, educational equity, clinical research methodology, and understanding and reducing ethnic and racial disparities.
This is supplement to the BOLT parent grant to address one of the primary causes of health disparities— implicit bias among healthcare providers. Specifically, this project will (1) assess stereotype knowledge and implicit racial bias and its potential influence on clinical decision-making among school mental health clinicians, (2) develop an adjunctive online training module entitled Virtual Implicit Bias Reduction and Neutralization Training (VIBRANT), and (3) pilot VIBRANT with school mental health (SMH) clinicians for feasibility as an adjunctive training module to those developed for the parent grant.
Implementation determinants and outcomes of a technology-enabled service targeting suicide risk in high schools: mixed methods study(2020)Journal of Medical Internet Research - Mental Health7(7):16338.
Rates of mental health service utilization by children and adolescents in schools and other common service settings: a systematic review and meta analysis(2020)Administration and Policy in Mental Health and Mental Health Services Research