Ellen Marie McCabe


Ellen McCabe headshot

Ellen Marie McCabe


Clinical Assistant Professor

1 212 992 7129

NEW YORK, NY 10016
United States

Ellen Marie McCabe's additional information

Ellen M. McCabe, PhD, PNP-BC, RN, is an assistant clinical professor at NYU Rory Meyers College of Nursing. As a recognized leader in promoting equitable school health services, she researches chronic illness management in schools and the provision of school nursing services. Her scholarship embraces public health, children’s mental health, and school health policies. She has taught at the graduate and undergraduate levels and continues to practice clinically.

McCabe is currently researching the impact of neighborhood on chronic illness management in children and school connectedness.

Before joining NYU Meyers, McCabe was an assistant professor at Hunter College, Hunter Bellevue School of Nursing. In addition to teaching and research, for which she earned two PSC-CUNY research grants, she served on multiple DNP and PhD committees. Before her academic posts, she began her career as a pediatric nurse at the Children’s Hospital of Philadelphia.

Among her honors include induction as Fellow of the New York Academy of Medicine and Fellow of the National Association of School Nurses (NASN). Fellowship to NASN exemplifies superior achievement in school nursing and significant contribution to the profession.

McCabe earned her PhD, MSN, and BSN from the University of Pennsylvania. She also earned her MA in Early Childhood, Elementary Education, from New York University, providing an additional framework for her school health services research.

PhD - University of Pennsylvania
MA - New York University
MSN - University of Pennsylvania
BSN – University of Pennsylvania

Community/population health
Health Services Research

American Nurses Association
American Public Health Association
Eastern Nurses’ Research Society
Independent School Nurse Association, New York City
National Association of School Nurses
New York Academy of Medicine
Sigma Theta Tau

Faculty Honors Awards

Fellow, National Association of School Nurses (2022)
Outstanding Mentor Award, Hunter College, Hunter-Bellevue School of Nursing (2022)
Fellow, New York Academy of Medicine (2020)
Alumni Spirit Award, University of Pennsylvania School of Nursing (2019)
Wealtha McGurn Research Award, University of Pennsylvania School of Nursing (2019)
Associate Fellow, Leonard Davis Institute of Health Economics, University of Pennsylvania (2018)
Associate Fellow, Center for Public Health Initiatives, University of Pennsylvania (2018)
Predoctoral Fellow, Research on Vulnerable Women, Children, and Families (NINR T32NR007100, PI: Medoff-Cooper), University of Pennsylvania (2017)
Adelphi Summer Scholar Winner, Columbia University (2013)
Sigma Theta Tau International, Nursing Honor Society (1988)
Nightingale Award, University of Pennsylvania School of Nursing (1988)


Learning from the Past and Moving Forward: Implementing School Nursing Research Priorities

Best, N. C., & McCabe, E. M. (2023). Journal of School Nursing, 39(1), 3-5. 10.1177/10598405221143495
The editorial “School nursing research and research implementation priorities,” highlights how the National Association of School Nurses (NASN) research priorities are crucial to moving school nursing and school health research forward. In this editorial we echo the importance of school nurses reading and understanding published articles in The Journal of School Nursing and contributing to research that informs school nursing practice. Each of the NASNs research priorities is vital to the science supporting school nursing practice. We encourage school nurses and researchers, and implementation scientists to partner to contribute school nursing evidence that guides the specialties’ practice and informs policy to positively impact student health and education outcomes.

The Significance of Social Development Support in Schools: The Critical Role of School Nurses

McCabe, E. M., & Best, N. C. (2023). NASN School Nurses, 38(2), 62-64. 10.1177/1942602X221128227
The growth of social development entails a progression where youth learn to interact with those around them. This manuscript provides interventions school nurses may use to incorporate social development into their daily practice and interactions with students. Social-emotional skills are pivotal to children’s and adolescents’ health, well-being, and academic success. Healthy social development can lead to improved self-confidence and better social relationships and have long-term benefits into adulthood. There is still much to learn about how the COVID-19 pandemic has affected the social development of children and adolescents. Nevertheless, school personnel, including the school nurse, must collaborate to support students, families, and each other to cultivate an environment that connects social development with education, health, and well-being.

The Association Between Neighborhood Factors and Bullying Among Adolescents with Asthma.

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Ethical challenges for school nurses during COVID-19

McCabe, E. M., & Jameson, B. E. (2022). In Nurses and COVID-19 (pp. 87-103). Springer International Publishing. 10.1007/978-3-030-82113-5_8
School nurses balance ethical challenges with the moral responsibility to students and the public health of the school community during a global pandemic. This balance reveals the critical role of the school nurse. We encourage school nurses to harness lessons learned during this pandemic to make proactive changes and eliminate structures that did not support practice. School nurses must use their voices and demand change; school systems have a moral responsibility to all stakeholders.

Perceptions of School Nurses in Addressing Student Mental Health Concerns: An Integrative Review

Kaskoun, J., & McCabe, E. (2022). Journal of School Nursing, 38(1), 35-47. 10.1177/10598405211046223
Mental health disorders in school-aged children are on the rise. The need for mental health care is well recognized, and the provision of this care in schools is recommended. An integrative review explored how school nurses view their role in addressing students’ mental health. Fourteen articles were identified, eleven using a qualitative design and three using a quantitative design. Findings suggest that school nurses see their role as trusted members of the school community. They perceive upholding standards of practice as an integral part of their position and recognize competence in mental health care to be highly important. Practice recommendations include providing school nurses with evidence-based training on managing the mental health needs of students, as well as ensuring access to school nurses who can provide mental health supervision in the community.

Risk Factors Associated With Bullying at School and Electronic Bullying in U.S. Adolescent Females With Asthma

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The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

McCabe, E. M., Davis, C., Mandy, L., & Wong, C. (2022). NASN School Nurses, 37(1), 42-47. 10.1177/1942602X211048481
The importance of students feeling connected in school cannot be overstated, as this perception is crucial to support their health and well-being. A lack of school connectedness can lead to adverse physical and mental health outcomes, including bully victimization. Numerous factors, including individual, social, and environmental, influence students’ perceived sense of school connectedness. School nurses are well positioned to establish and maintain school connectedness due to their knowledge, accessibility to students, and familiarity with the school environment. This article details the importance of school connectedness and describes the associations between school connectedness, bullying, and mental health. In addition, we offer recommendations geared toward school nurses regarding strengthening school connectedness and promoting a culture of care and inclusivity within school environments, especially salient in the context of the COVID-19 pandemic.

School health services for children with chronic health conditions in California public secondary schools: Findings from the 2018 school health profiles survey

McCabe, E., Jameson, B. E., & Strauss, S. (2022). Journal of the American Nurses Association of New York, 2(1), 12-18. 10.47988/janany.53644423.2.1
More than 20% of school districts in the United States do not have policies on identification and case management for students with chronic health conditions (CHCs), suggesting that these students’ health needs may not be met during the school day. Prior research reports a gap in policy implementation and the actual provision or operationalization of the policy into action. While there is limited research on school health policies, little is known about the actual provision of the services that such policies indicate should be provided. Notably, the actual provision of health services in U.S. schools, particularly regarding CHC management and its association with school nurse employment, is underreported. Using data from the 2018 School Health Profiles (SHP) Survey, health services including administering daily medication, providing stock rescue medication, providing case management, facilitating community partnering, and providing disease-specific education were examined in California public secondary schools together with school nurse employment. Complex sampling analysis and chi-square statistics were used to examine the statistical associations. A significantly greater proportion of schools with a full- or part-time nurse compared with schools with no nurse provided: (1) daily medication administration (82.1% vs. 68.1%; p = .014); (2) case management services (75.8% vs. 62.0%; p = .031); (3) disease-specific education for parents and families (44.9% vs. 25.7%; p = .016); and (4) parent and student connection to health services in the community (83.7% vs. 72.2%; p = .035). Findings suggest that nationally representative data, such as SHP, contain important information for states to review regarding school health policies and provision of services. Further research needs to expand these findings to better understand school health policy and practice and its alignment with state and federal laws to support all children, especially those with CHCs.

School Nurses Matter: Relationship Between School Nurse Employment Policies and Chronic Health Condition Policies in U.S. School Districts

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An Evidence-Based Framework for Implementation of a School–Community Partnership

McCabe, E. M., Kaskoun, J. R., Murphy, E. L., Polkinghorn, M., & Elkind, J. A. (2021). NASN School Nurses, 36(3), 164-169. 10.1177/1942602X20964765
School–community partnerships (SCPs) are collaborative efforts between schools and community organizations geared toward improving the health of school-age children through care coordination. These partnerships are ideal for youth with acute and chronic illness because they can implement evidence-based interventions and offer skills and education to support youth self-management and academic success. Utilizing the chronic condition of asthma as an exemplar, this article highlights several successful SCPs and how they are mutually beneficial to both the school and community. Additionally, this article offers strategies for stakeholders, including school nurses, to establish an SCP. SCPs lay the foundation for supporting community- and school-based health and lend themselves to a healthier future for youth.