Leandra Parris is an Assistant Professor and Coordinator of the School Psychology Program. Prior to joining William & Mary, she was on faculty at Illinois State University (2013-2019) and completed her doctoral internship with a specialization in crisis intervention with the Dallas Independent School District (2012-2013).
Dr. Parris focuses on peer relationships among middle and high school students within an equity-centered, trauma-informed framework. Her primary area of interest is social media influences on youth well-being, prevention and intervention for addressing traumatic stress among marginalized populations, and coping with peer aggression. Dr. Parris utilizes a multiple methods approach to research, conducting both qualitative and quantitative investigations.
Within the field, Dr. Parris focuses her efforts on social justice endeavors that help provide voice and empowerment to marginalized youth and families, as well as enhancing training for future school psychologists. She is certified as a PREPaRE 3rd Edition Trainer. Dr. Parris is currently the Chair of the National Association of School Psychologists' Social Justice Committee and co-editor of School Psychology Training and Pedagogy.
Ph.D. in School Psychology, Georgia State University, 2013
M.Ed. in School Psychology, Georgia State University, 2009
B.S. in Psychology, Wofford College, 2007
Activities and Honors
Rookie of the Year for Outstanding Initiative as a New Leader (2020). Presidential Award, National Association of School Psychologists.
Excellence Award for Outstanding Teaching by a Pre-Tenure Faculty Member (2018), College of Arts and Sciences, Illinois State University.
University Service Initiative Award (2017), Illinois State University.
Junior Faculty Scholarship (2017). Trainers of Schools Psychologists.
School Psychology Research Collaboration Conference Fellow (2015). Society for the Study of School Psychology.
Zayia, D.,* Parris, L., McDaniel, B., Zimmerman, C., & Braswell, G. (2021). Social learning in the digital age: Associations between technoference, mother-child attachment, and child social skills. Journal of School Psychology, 87, 64-81. https://doi.org/10.1016/j.jsp.2021.06.002
Parker, J., Parris, L., Lau, M.,* Dobbins, A., Shatz, L.,* Porush, S., & Wilkins, B. (2021). Perceived teacher autonomy support and self-determination skill expression: Predictors of student engagement among African American high school students. Journal of Black Psychology. Advance online publication. https://doi.org/10.1177/00957984211009190
Parris, L., Lannin, D. G., Hynes, K.,* & Yazedjian, A. (2020). Exploring social media rumination: Associations with bullying, cyberbullying, and distress. Journal of Interpersonal Violence. Online First. https://doi.org/10.1177/0886260520946826
Talapatra, T., Parris, L., & Snider, L.* (2020). Considerations for implementing school-based trauma-informed care for individuals with intellectual and developmental disabilities. Research and Practice in the Schools, 7(1). https://www.txasp.org/assets/docs/tasp-ajournal/Volume%207%20Issue%201_Complete%20Issue.pdf
Parris, L., Jungert, T., Thornberg, R., Varjas, K., Meyers, J., Grunewald, S., & Shriberg, D. (2020). Bullying bystander behaviors: The role of coping effectiveness and the moderating effect of gender. Scandinavian Journal of Psychology, 61(1), 38-46. https://doi.org/10.1111/sjop.12564
Parris, L., Varjas, K., Meyers, J., Henrich, C., Brack, J. (2019). Coping with Bullying: The Moderating Effect of Self-Reliance. Journal of School Violence, 18(1). 62-76. https://doi.org/10.1080/15388220.2017.1387131
Parris, L., Neves, J.,* La Salle, T. (2018). School climate perceptions of ethnically diverse students: Does school diversity matter? School Psychology International, 39(6), 625-645. https://doi.org/10.1177/0143034318798419
Parris, L., Varjas, K., & Meyers, J. (2014) "The internet is a mask": Student suggestions for preventing cyberbullying. Western Journal of Emergency Medicine, 15(5), 587-592. https://doi.org/10.5811/westjem.2014.4.20725