Kamontá Heidelburg
Social Sciences · The Ohio State University
Publications
25
Citations
169
Est. group size
—
Recurring co-author estimate
Active years
10
Publishing since 2017
Kamontá Heidelburg's research focuses on school psychology, with particular attention to culturally responsive and socially just practices for supporting Black and other minoritized youth in schools. Work spans social-emotional learning, behavioral supports, multicultural training for school psychologists, and addressing racial disparities in school discipline and mental health interventions. This research is relevant to students interested in equity-focused school psychology, culturally adapted interventions, and consultation practices in educational settings.
Publication output has grown over the last decade, rising from about 1 paper per year in 2017-2020 to a steady average of roughly 3-4 papers per year since 2021.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Centering intersectional cultural humility in mindfulness-based interventions for immigrant lesbian, gay, bisexual, transgender, and queer youth
School Psychology International · 2026
- Ensuring culturally responsive implementation for behavioral supports
Preventing School Failure Alternative Education for Children and Youth · 2026
- When you know better, do better: a reconceptualization of SEL for Black youth
Frontiers in Psychology · 2026
- Cultural adaptations to evidence-based interventions and practices in psychology.
School Psychology · 2025
- Beyond Compliance
2025
- Advancing a School Consultation Research Agenda that Centers Social Justice
2025
- A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students.
School Psychology · 2024
- Strategies for Using Technology to Develop Novice School Psychology Consultants’ Multicultural Consultation Skills
Journal of Educational and Psychological Consultation · 2024
- School psychology graduate students' perspectives on multicultural training and program environment
Psychology in the Schools · 2024
- Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context
Contemporary School Psychology · 2023
- Social-emotional and behavioral strategies to improve school outcomes for Black males
Theory Into Practice · 2023
- Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values
School Psychology Review · 2023
- Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success
School Psychology Review · 2023
- Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review
School Psychology Review · 2023
- Exploring Culturally Responsive Classroom Management Self-Efficacy and Social Justice Beliefs Among Teacher-Residents
2023
- School Psychology Review×4
- School Psychology×3
- School Psychology International×2
- Autism and child psychopathology series×2
- Contemporary School Psychology×1
- Denise K. Whitford
Social Sciences · Purdue University West Lafayette
- Kathleen King Thorius
Social Sciences · Indiana University
- Bryan R. Warnick
Social Sciences · The Ohio State University
- Heather E. Ormiston
Psychology · Indiana University
- Mercédès A. Cannon
Social Sciences · Indiana University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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