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Personal profile

Personal information

I, Marieke Buil (1983), obtained my PhD in developmental psychopathology from the Vrije Universiteit Amsterdam (2018) with my studies on the interplay between personal endowments and the school environment in the development of child and adolescent antisocial behaviors. Thereafter, I was a post-doctoral researcher in Pedagogical Sciences at Erasmus University Rotterdam. I now am an assistant professor (0.5ft) at the department of Clinical-, Neuro- and Developmental Psychology of the Vrije Universiteit Amsterdam and an Individual Consultant for the International Science and Evidence-based Education (ISEE) Assessment at UNESCO-MGIEP.

I am co-promotor of five PhD-students and editorial board member of the Journal of Youth and Adolescence and the International Journal of Bullying Prevention.


Research interests: bullying, social-emotional learning, intervention, internalizing and externalizing psychopathology, child development.

My research interests are two-folded: one the one hand I focus on practical studies in which I evaluate intervention programs focused on bullying and social-emotional learning (SEL) in elementary school. To this end, I as a member of the national Dutch consortium What helps to stop bullying?,  developed an elementary school social-safety monitoring tool for young elementary schoolchildren (accredited by the Dutch Inspectorate of Education) and was responsible for the evaluation of an anti-bullying program for young schoolchildren (grade 1-3). Our findings were published in a recent research report (link) and on several Dutch media outlets for the general public and (school) professionals (press release 24/05/2018). Furthermore, Dutch school-safety regulations will be adapted guided by our findings (see advice letter to the Dutch government, Dutch only). I currently work, amongst other things, on an intervention study to support elementary school teachers to stimulate SEL in children. On the other hand, I focus on how bullying victimization by peers might get under a victim’s skin via neurobiological alterations, thereby explaining the link between peer victimization and mental and physical disease risk. I am particularly interested in how peer victimization might alter gene-functioning of stress-related genes via DNA methylation changes as well as the physiological stress system thereby altering a victim’s behavioral and emotional developmental trajectories. Combining this area of expertise with my abovementioned more practical work, I’ve recently (2020) been awarded a KNAW Sara van Dam research grant (~85.000 euro) to study whether evidence-based universal school-interventions aimed at improving children’s SEL and their relationships with teachers and peerscan decrease stress and stress-related problems in early elementary school children living in the Netherlands and Israel.

Furthermore, as an Individual Consultant for UNESCO - MGIEP I work on the International Science and Evidence based Education (ISEE) Assessment to formulate new educational policies for 2030.


I teach several courses at the bachelor’s, master’s and research master’s level in developmental psychology and pedagogical sciences. Topics include bullying and prevention, epigenetics, juvenile delinquency and antisocial behavior development. I frequently supervise BSc, MSc, and MPhil research projects.

 I have been guest lecturer in and outside the Netherlands including Erasmus University Rotterdam and King’s College London.

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User created Keywords

  • bullying
  • epigenetics
  • developmental psychology
  • psychopathology
  • peer relationships
  • ostracism
  • social emotional learning
  • longitudinal modeling
  • Mplus


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