Ayomide is a 3rd-year counseling psychology doctoral student and trainee in the CCMH Telehealth Program. Ayomide is passionate about supporting positive social, emotional, and identity well-being in young people and families with marginalized identities through research, clinical work, and advocacy. Ayomide is grateful and eager to receive training that will support her competencies in providing culturally informed and social-justice oriented clinical services to children and adolescents.

Benjamin Medeiros received his Bachelor’s in Psychology from Fordham University and is pursuing his Master's degree in Mental Health Counseling in Fordham’s Graduate School of Education. Originally from suburban Rhode Island, Ben always saw himself serving the public in a big city like New York, through community-based action and justice.

Carla Rosa is a second year graduate student in School Counseling at Fordham University. Born and raised in the Dominican Republic, she is passionate about guiding students through their academic and personal journeys. She strives to create a supportive and inclusive environment where all students feel seen, heard, and empowered to thrive.

Jordan earned her B.S. in Justice and Law Administration from Western Connecticut State University. Following graduation, she worked as a Housing Stability Case Manager at The Center for Empowerment and Education, a local non-profit supporting families impacted by domestic violence and homelessness. Jordan is currently pursuing her Master’s in School Counseling at Fordham University. She currently works as a College Academic Advisor for the TRIO Upward Bound Program at Pace University. Jordan hopes to continue to support students in their academic journey as a school counselor.

Joya Kelly is a third-year doctoral student 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 in the public school system.

Julia Maney is a third-year Ph.D. student in School Psychology at Fordham University. Her research focuses on mental and behavioral health interventions for youth in foster care and historically underserved school communities. She is dedicated to culturally responsive, trauma-informed practices that advance equity in education and child welfare systems.

Kexin Zheng is a third-year bilingual School Psychology doctoral student at Fordham University. She graduated with honors with a bachelor’s degree in Psychology and Chinese Studies. Kexin has extensive experience working with culturally, linguistically, and neurodivergent clients and is committed to adopting a multicultural, neurodiversity-affirming approach in both research and clinical practice.

Maddie Murcko is a Graduate student in the Mental Health Counseling Program at Fordham University. She has a deep passion for community based care and hopes to learn more as she completes her internship at Henry Street Settlement. Maddie has been working with children all throughout Manhattan to develop their social emotional learning and literacy skills. She is eager to continue working with children in her internship and hopes to strengthen her skills so that she can provide culturally sensitive and effective counseling services. 

Madelin is a dedicated educator and school counseling student at Fordham University, passionate about equity, student advocacy, and mental health. With experience in urban education and community engagement, she strives to empower youth through culturally responsive counseling, career readiness, and social-emotional support, especially in underserved communities like East Harlem and the Bronx.

Meghan is a second-year Masters of School Counseling student at Fordham. She graduated from Bucknell University with a bachelor’s degree in Education and History. She has always been passionate about working in the education field, and pivoted to counseling while realizing her interest lies in small-group focused interventions rather than classroom teaching. Meghan’s professional goals are to work with students to improve their coping skills, social-emotional development, and increase school and community engagement in underserved communities.

Paola is from the Bronx, New York. She got into mental health counseling because she was curious about how human behavior worked. This evolved into wanting to help people, particularly in low-income communities, because she remembers receiving help as a child, and it helped her thrive. Therefore, she wants to help children and teens thrive! A fun fact about Paola is that her favorite ice cream flavor is chocolate chip cookie dough!

Ray is currently a second-year student in the Counseling Psychology Ph.D. program. He graduated with a B.A. in psychology from Emory University and his M.A. in Clinical Psychology from Teachers College, Columbia University. He looks forward to the opportunity to help support the Bronx community to the best of his abilities.

Razan Hamed, PhD, OTR/L, FAOTA, is an occupational therapy scholar, educator, and licensed clinician with a global academic and clinical background. She is Associate Director at Columbia University's OT program and a published DEI advocate. Razan is currently pursuing a parallel degree in Mental Health Counseling at Fordham University.

Sarah Restrepo is a graduate student at Fordham University pursuing a Master's degree in School Counseling. She has gained experience providing counseling support in a school through her practicum and working in educational and mental health roles as a substitute teacher and behavior technician. She is passionate about helping students grow academically, socially, and emotionally. 

Shelby is a Mental Health Counseling student at Fordham University with a background in Psychology (BA – University of Oklahoma; MS – Pace University). She has a special interest in working with underserved adolescents, including LGBTQ+ youth. She is passionate about intertwining holistic, person-centered care and evidence-based ACT/CBT approaches to promote equity and access in mental health.

Xiaoyan Hu is a fourth-year School Psychology Ph.D. student with a primary interest in working with young children who have experienced trauma. Her research focuses on Chinese left-behind children and adults with left-behind experiences, aiming to better understand the long-term psychological impact of early separation from caregivers. She is committed to integrating culturally responsive practices into her clinical work and aspires to support the emotional well-being of underserved and vulnerable populations.