Alexa Huertas, a first-year student in the Mental Health Counseling Master's program, holds a Bachelor's Degree in Psychology from Vanderbilt University. Her experiences working in education and providing therapy have deepened her commitment to enhancing accessibility to mental health counseling resources, particularly for individuals from diverse backgrounds and Spanish-speaking communities.

Alyssa has a master's degree in special education from Johns Hopkins. She has almost seven years of experience in education and worked in various roles. Before joining Fordham's school psychology PhD program, she served as a resource teacher in Tokyo and a learning specialist in Abu Dhabi.

Amanda is a first-year student completing her Advanced Certificate in Bilingual School Psychology at Fordham University. She is currently working as a behavior technician to support students with Autism Spectrum Disorders and learning disabilities, and enjoys working with teachers and students in the classroom. 

Caroline Callahan, a bilingual professional with a Bachelor's in Journalism and Business, has excelled in various roles—from directing marketing strategies in EdTech to co-founding a children’s school snack service. Currently pursuing a Master's in School Counseling at Fordham University, Caroline is deeply committed to fostering inclusivity and positive educational experiences. Her passion for Diversity, Equity, Inclusion, and Justice (DEIJ) is evident in her leadership roles, including her most recent position as a board member at Colegio Roosevelt in Lima, Peru, where she led the Integrity Committee. She actively promotes an environment of integrity and social justice for all students.

Chloe Lindner, a second-year doctoral student in School Psychology, graduated with honors in psychology from Occidental College. Her interest in School Psychology developed during her time as a preschool teacher, prompting research on the Better-Than-Average Effect in preschoolers. Eager to explore self-perception's impact on children's development, Chloe aspires to contribute valuable insights and become involved in early intervention advocacy.

Eadie Kremer is pursuing her M.S.E in School Counseling at Fordham University. A resident of New York City for six years, she was inspired to make a career change to school counseling because of her passion for mentorship and advocacy. Eadie hopes to work with high school students as they transition into young adulthood, postsecondary education, the world of work, and more. 

Liz Capobianco, an Advanced Standing doctoral candidate in School Psychology at Fordham University, holds a B.A. in Psychology from Georgetown University. With research expertise in the achievement gap, childhood development, and teacher mental health, Liz earned a Master’s in School Psychology and Preschool Child Psychology at Fordham University in 2022. Licensed as a School Psychologist in New York State, she’s currently delving into play therapy research, specifically exploring grandparent and parent interaction. Beyond academia, Liz serves as a psychoeducational evaluator and executive functioning tutor, and she founded a mindful Pilates program for students with ADHD, emphasizing the holistic connection between physical, mental, and emotional health. Her aim is to create a warm and positive experience for clients in her multifaceted practice.

Eric is a first year Advanced Certificate student in the School Psychology program.He earned a B.S. in Psychology from the University of Rhode Island. During his undergraduate studies, Eric was part of the STRESS Lab at URI. Outside of the classroom Eric enjoys exercising, watching and playing sports, and spending time with friends and family.

Isabel is a second-year graduate student completing her Advanced Certificate in School Psychology at Fordham University, specializing in the Preschool Child Psychology M.S.Ed track. She is primarily interested in working with young students with developmental disabilities. Isabel spent over five years working as a preschool teacher and is currently a practicum student in the New York City Department of Education in District 75, working with students with Autism Spectrum Disorder and learning disabilities.

Jah’Leisha is a second year student in the School Psychology PhD program at Fordham. She earned her undergraduate degree from Queens College, where she studied Psychology and Africana Studies. Her current interests include culturally responsive trauma informed practices in school settings and racial disparities in access and utilization of mental health resources in schools.

Joya is a first-year doctoral candidate in School Psychology at Fordham. She holds a master’s in Educational Psychology from Florida Atlantic University and a bachelor’s degree in Psychology from Florida A&M University. Previously, Joya spent time as a reading coach at a public elementary school in Tallahassee, Florida. She plans to focus future research on educational disparities found within the public school system.

Julia is a full-time, second-year School Psychology Ph.D. candidate within Fordham University's Graduate School of Education. She earned a bachelor of arts in Psychology and a certificate in education from the University of Wisconsin-Madison. Her professional goals are to work with children facing mental health challenges. Her research focuses on student-teacher relationships and their impact on social anxiety and academic performance. 

Katy is a first-year student in the Advanced Certificate School Psychology Program at Fordham University. She has experience working with children with Autism Spectrum Disorder and currently works as a Family Specialist specializing in psychiatric care with a foundation in social justice. She is dedicated to advocating for the mental health and academic success of immigrant and at-risk youth with a person-centered and strengths based approach. 

Kexin Zheng is a bilingual first-year School Psychology doctoral student at Fordham University. She graduated from Fordham University (Lincoln Center) and earned her bachelor’s degree in Psychology and Chinese Studies. Kexin has extensive experience working with children and adolescents from diverse backgrounds and an interest in neurodevelopmental disorders, special education, and learning disabilities. She hopes to adopt and integrate a multicultural framework in both research and practice.

Tara Coffey is a student in Fordham's Masters of School Counseling Program.  She graduated from Boston College in 2020 with a BA in psychology.  Tara found a love for education working at North Star Academy Lincoln Park High School in Newark, NJ.  This year she is completing her internship at Lower Manhattan Community Middle School in District 2.   

Lewis Sepulveda is a bilingual graduate student in the Mental Health Counseling program at Fordham University. His career goal is to work  within the latinx and lgbtq+ community to enhance their quality and access to mental health services.

Marie graduated from the University of Vermont with her Bachelor of Science degree in Psychology, minoring in Special Education and Sociology. She completed her M.S.Ed. in School Psychology with a focus on Therapeutic Interventions. Marie is currently a second year School Psychology doctoral student at Fordham University.

Maylin is in her first year of the advanced certificate program in School Psychology at Fordham University. She speaks three languages and is multicultural. She worked as a registered behavior technician with middle school children, and her research focuses on identifying risks and protective factors in the development of anxiety or depressive disorders among ethnic minority and immigrant-origin youth.

Megan Bisson is a first-year student in the Advanced Certificate School Psychology program with a Master's focus in Therapeutic Intervention. She graduated from Syracuse University with a Psychology major and a Communication Sciences and Disorders minor. Her past experiences involve working at a grief center and interning at Osborn Hill Elementary School in CT. She has research experience in Mindfulness and Anxiety and looks forward to developing into a Culturally and Environmentally aware School Psychologist. 

Melissa is a second-year doctoral candidate in School Psychology at Fordham. She earned a master's degree in Special Education from the University of Miami and a Bachelor of Science in Psychology with a specialization in ABA from Florida International University. From 2018 to 2022, she worked in Miami, FL, in various roles, including behavioral interventionist, special education teacher, and assessment specialist.Her current research focuses on language development in adolescents and children within the Autism Spectrum Disorder population.

Nicole Doctoroff is a second-year School Psychology PhD student. She is primarily interested in working with young kids who have anxiety or behavioral concerns. She previously worked as a Clinical Research Coordinator at Mount Sinai in the Division of ADHD. She looks forward to further developing her clinical and consultation skills to help children navigate their life stressors.

Olivia is a second-year doctoral student in the school psychology program. She graduated from Binghamton University with a bachelor’s degree in psychology and a double minor in anthropology and education. Her research interests involve the parent-child dyad and its impact on child outcomes; she is currently exploring socioeconomic status as an important variable in the relationship between parental stress and emotion regulation.

Alison Dobel is a full-time, second-year School Psychology Ph.D. student at Fordham University. She earned a bachelor of arts in sciences from Florida State University. Her professional goals are to work with children struggling in school academically. Her current research focuses on parents' perceptions of the assessment process. 

Sophie is in her first full year at Fordham University for mental health counseling with a focus on becoming a child and family therapist. She has always been passionate about mental health and different ways that it can be more accessible to all types of people no matter their economic status and living situation.