Kamontá Heidelburg

Kamontá Heidelburg, Ph.D., is a nationally certified school psychologist and an assistant professor of school psychology in the Department of Educational Studies at The Ohio State University's College of Education and Human Ecology. A Cincinnati native, he is a proud triple alumnus of the University of Cincinnati. His research focuses on adapting evidence-based, individualized, and systems-level interventions to foster positive social, emotional, and academic growth among Black students, particularly Black males. He developed the innovative social skills program, "Black to Success," which has garnered national attention. This culturally enriched program aims to strengthen positive racial identity and social-emotional skills among Black adolescent males. In addition to addressing racial inequities, Dr. Heidelburg specializes in systems-level consulting to help schools implement culturally responsive, school-wide positive behavior interventions and supports that ensure equitable outcomes for racially and ethnically minoritized students. He advises school districts on crafting and implementing culturally responsive policies and practices, including positive behavior interventions that support diverse students in schools. His work is widely published in leading journals, and he often speaks at national conferences, including the National Association of School Psychologists.

Ph.D., School Psychology 

University of Cincinnati

Date of Graduation: August 2020 

• Achievement
• Adolescent and At-Risk Youth
  • Black Prek-12 grade Students
• Educational Assessment, Testing, and Measurement
• Equity
• School Psychology
  • Academic Interventions and Instructional Supports
  • Consultation and Collaboration
  • Data-Based Decision Making
  • Mental and Behavioral Health Services and Interventions
• Social Justice
  • Culturally Responsive Practices
  • Multitiered System of Support (MTSS)
  • Strength-based Interventions
• Urban Education

Kamontá Heidelburg, Ph.D., conducts research on cultural adaptations of evidence-based individualized and systems-level interventions to support the positive social-emotional and academic development of Black students in schools.

Heidelburg, K. Examining Critical Consciousness Among School Psychologists: A Pathway Towards Promoting Social Justice and Equitable Student Outcomes. (2025). National Association of School Psychologists Equity, Diversity, Justice, and Inclusion Early Career Grant, $10,000, Awarded.

Note. * Indicates student author.

• Heidelburg, K., Scott, M., & Collins, T. A. (2026). When you know better, do better: A reconceptualization of SEL for Black youth. Frontiers in Psychology, 17, 1844241. https://doi.org/10.3389/fpsyg.2026.1844241
• McDowell, E., Heidelburg, K., & Hollins-Sims, N. (2026). Ensuring culturally responsive implementation for behavioral supports. Preventing School Failure: Alternative Education for Children and Youth, 1–8. https://doi.org/10.1080/1045988X.2026.2656985
• Miranda, A., *Viriyasatien, C., & Heidelburg, K. (2026). Advancing a school consultation research agenda that centers social justice. In A. Garbacz, D. Newman, B. Erchul, & S. Sheridan (Eds.), Handbook of Research in School Consultation: Empirical Foundations for Educational and Human Sciences, 3rd Ed. (pp. 616- 632). Routledge
• *Viriyasatien, C., *Myers, L., *Haslem, D., Heidelburg, K. (2026). Centering intersectional cultural humility in mindfulness-based interventions for immigrant lesbian, gay, bisexual, transgender, and queer youth. School Psychology International. https://doi.org/10.1177/01430343261421242
• Fletcher Jr., E.C., Dumford, A.D., Heidelburg, K., Lee, B.H., Hines, E.M., Mayes, R.D., & Moore, J.D. (2025). A comparative analysis of the pandemic challenges encountered by Black high school academy learners and their non-academy peers. In Levy, I.P. & Steen, S (Eds). Forging Interdisciplinary Collaborations: Comprehensive Mental Health Programming Across P-16 Education Systems. Emerald.
• Heidelburg, K., Leverett, P., Berte, J., *Viriyasatien, C., *Haslem, D., & *Hutcherson, R. (2025). Cultural adaptations to evidence-based interventions and practices in psychology. School Psychology, 40(2), 101-107. https://doi.org/10.1037/spq0000694
• Malone, C., Heidelburg, K., Barclift, M. (2025). School psychology graduate students’ perspectives on multicultural training and program environment. Psychology in the Schools, 62(2), 607–630. https://doi.org/10.1002/pits.23341
• Heidelburg, K., *Sipior, C., *King, J., *Cueto Brito, M., & Fredrick, S. (2025). A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students. School Psychology, 40(2), 121- 132 https://doi.org/10.1037/spq0000676
• Heidelburg K., Parker, J.S., *Casella, J. (2024). Strategies for using technology to develop novice school psychology consultants’ multicultural consultation skills. Journal of Educational and Psychological Consultation, 34(4), 350-372. https://doi.org/10.1080/10474412.2024.2315092
• *Jones, M., *Jacobs, M., Heidelburg, K., & Graves Jr., S. (2023). Social-emotional and behavioral strategies to improve school outcomes for Black males. Theory Into Practice, 62 (4), 380-390. https://doi.org/10.1080/00405841.2023.2258734
• *McClemont, A, Fredrick, S., Heidelburg, K., *Moore, C. (2023). Racial disparities in teacher ratings of ADHD symptoms and behavior: A systematic review. School Psychology Review, 54(3), 328–342. https://doi.org/10.1080/2372966X.2023.2236539
• Woods, I., Heidelburg, K., Collins, T.A., *Murphy, J., Graves, S. (2023). Introduction to the special issue on promoting the development of Black males: supporting social, behavioral, emotional, and academic success. School Psychology Review, 52(3), 243-249. https://doi.org/10.1080/2372966X.2023.2194180
• McKenney, E. L. W., Heidelburg, K., Fallon, L. M., McPherson, E. C., *Sipior, C., & Sunda, R. (2023). Micro-level advocacy toward socially just multi-tiered systems of support: Knowledge and values. School Psychology Review, 54(2), 153–169. https://doi.org/10.1080/2372966X.2023.2197502
• *Breese, A. C., Nickerson, A. B., Lemke, M., *Mohr, R., Heidelburg, K., Fredrick, S., & *Allen, K. (2023). Examining implicit biases of pre-service educators within a professional development context. Contemporary School Psychology, 27, 646–661. https://doi.org/10.1007/s40688-023-00456-6
• Heidelburg, K., & Collins, T. A. (2023). Development of Black to Success: A culturally enriched social skills program for Black adolescent males. School Psychology Review, 52(3), 316-329. https://doi.org/10.1080/2372966X.2021.2001691
• Heidelburg, K., Phelps, C., & Collins, T. A. (2022). Reconceptualizing school safety for Black students. School Psychology International, 43(6), 591–612. https://doi.org/10.1177/01430343221074708
• Heidelburg, K., Rutherford, L., & *Parks, T. W. (2022). A preliminary analysis assessing swpbis implementation fidelity in relation to disciplinary outcomes of Black students in urban schools. The Urban Review, 54(1), 138–154. https://doi.org/10.1007/s11256-021-00609-y
• Zakszeski, B., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity:  Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36(2), 122–130. https://doi.org/10.1037/spq0000428 

• Heidelburg, K. (2026). Evidence-based for who: cultural adaptations to evidence-based interventions in psychology. [Paper presentation]. National Association of School Psychologists Annual Convention. Chicago, IL.
• Heidelburg, K., Hutcherson, R., Smith, K.N., Rowan, M.T., Sims, C.N., McKim, R.M. (2026). Disrupting Harm: Empowering Black Students through Culturally Responsive SEL. [Symposium]. National Association of School Psychologists Annual Convention. Chicago, IL.
• Malone, C., Heidelburg, K., Abangma, Y., *Hutcherson, R. (2025, February). Examining the content of multicultural and social justice courses. [Paper presentation]. National Association of School Psychologists Annual Convention. Seattle, WA.
• Malone, C., Heidelburg, K., & Proctor, S (2024, February). Addressing anti-blackness in school psychology through graduate education. [Symposium]. National Association of School Psychologists Annual Convention. New Orleans, LA
• Scott, M & Heidelburg, K (2024, February). Supporting social-emotional needs of Black students through culturally responsive supports. [Paper presentation]. National Association of School Psychologists Annual Convention. New Orleans, LA
• Heidelburg, K., Kearny, E., Winkelsas, A., Maza, H.A., Rosenblith, S., Gorlewski, J., & Etopio, E (2023, April). Exploring culturally responsive classroom management self-efficacy and social justice beliefs among teacher-residents. [Symposium]. AERA Annual Meeting, Chicago, IL.
• Heidelburg, K., *Sipior, C., *Cueto Brito, M., *King, J. (2023, February). Be part of the SELution: Cultural adaptations for Black students. [Paper presentation]. National Association of School Psychologists Annual Convention. Denver, CO.
• Heidelburg, K. (2021, November). Culturally adapting evidence-based interventions to support Black students [Conference session]. New York Association of School Psychologist, Buffalo, NY.
• Heidelburg, K., & McDowell, E (2020, September). Enhancing equitable practices to eliminate disparities in school discipline SWPBIS [Conference session]. PaTTAN 2020 Statewide PaPBS Network Facilitator Annual Summit, Harrisburg, PA.
• Woods, I., Heidelburg, K., Collins, T. A., Graves, S. L. & Jimerson, S. R. (2021, February). An introduction and call for proposals for promoting the development of Black males: Supporting social, behavioral, emotional, and academic success. School Psychology Review Webinar, https://youtu.be/7-QGTEyn-ww