Leandra Parris

Assistant Professor

Office: 3067
Phone: (757) 221-2341
Email: [[lparris]]
Twitter: {{https://twitter.com/ParrisLeandra,@ParrisLeandra}}
Areas of Expertise: Trauma-Informed Care, Crisis Intervention/Prevention, Coping, Peer Victimization, Healthy Relationships, Impact of Social Media, Social Justice


Leandra Parris is an Assistant Professor in School Psychology. 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 a trauma-informed framework. Her primary area of interest is coping with bullying and cyberbullying and the ways in which social media influences peer victimization and youth well-being. She also examines healthy romantic relationships among adolescents. 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. She is currently the Co-Chair of the National Association of School Psychologists' Social Justice Committee.


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

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.

Selected Publications

Parris, L. N., 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., & Wesselmann, E. (2019). Trauma: More than one bad day. In T. Langley (Ed.), The Joker Psychology: Evil Clowns and the Women Who Love Them. New York, NY: Sterling.

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. (2017). Lifting the veil: Effects of childhood trauma on the mind, body, and soul. In T. Langley & L. Zubernis (Eds.), Supernatural Psychology: Roads Less Traveled, pgs. 117-131. New York, NY: Sterling.

LaSalle, T., Parris, L., & Morin, M. (2016). Deconstructing Peer Victimization: Relationships with Connectedness, Gender, Grade, and Race/Ethnicity. School Psychology Forum Special Issue: Improving student outcomes: Research on school climate and violence prevention, 10, 41-54.

Parris, L., Varjas, K., & Meyers, J. (2014) “The internet is a mask”: Student suggestions for preventing cyberbullying. Western Journal of Emergency Medicine, 15, 587-592. https://doi.org/10.5811/westjem.2014.4.20725