Kamontá Heidelburg

Kamontá Heidelburg, Ph.D., is a nationally certified school psychologist and assistant professor of school psychology. Dr. H is a native of Cincinnati, Ohio, and a proud triple alumnus of the University of Cincinnati. Dr. H’s research focuses on culturally adapting evidence-based individualized and systems-level interventions to support Black students' positive social-emotional and academic development in schools. Dr. H consults with schools, districts, and state education departments on the systems-level implementation of culturally responsive policies and practices, such as School-wide Positive Behavior Interventions and Supports (SWPBIS), to promote equitable outcomes for racially and ethnically minoritized students in schools.

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

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

• 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, 1–15. 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
• 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
• 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
• 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

• 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
• Viriyasatien, C., & Heidelburg, K (2024, February). Culturally adapting sel interventions for Black and lgbtq students. [Paper presentation].  National Association of School Psychologists Annual Convention. New Orleans, LA
• Heidelburg, K (2024, November). Promoting Culturally Responsive SEL For Black Students. Ohio School Psychology Association Conference, Columbus, OH. 
• Phelps, C., Heidelburg, K., & Collins, T. (2022). Reconceptualizing school safety for Black students. School Psychology International [Paper presentation]. National Association of School Psychologists Annual Convention.
• Heidelburg, K., (2021, November). Culturally adapting evidence-based interventions to support Black students [Conference session]. New York Association of School Psychologists, Buffalo, NY.
• Heidelburg, K (2021, February). Culturally responsive at the core of school-wide positive behavioral interventions and supports implementation [Conference session]. PaTTAN Equity & PBIS Deep Dive Session, 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
• Zakszeski, B., Heidelburg, K., Rutherford, L., (2021, February). In Pursuit of Equity: Discipline Disproportionality and SWPBIS Implementation in Urban Schools. [Paper presentation]. National Association of School Psychologists Virtual Convention.