Jennifer Cooper

Jennifer McGrory Cooper

Ph.D.

Assistant Professor
School Psychology, Division of Psychological and Educational Services

Office Hours: Varies each semester; please email for an appointment 

113 West 60th Street
[email protected]  

Jennifer M. Cooper is an Assistant Professor in the School Psychology program in the Graduate School of Education at Fordham University. She previously held faculty positions at Yeshiva University, UMass-Amherst, and National Louis University, where she co-directed the school psychology program. She is a licensed psychologist and nationally certified school psychologist. Prior to earning her PhD from The Ohio State University, she obtained a master’s degree in public policy and worked for community-based non-profit organizations serving children and families including Big Brothers Big Sisters and the Court Appointed Special Advocates (CASA) program. Dr. Cooper has years of experience working with marginalized populations in school and clinical settings and strives to work on a system-level for equitable educational and mental health outcomes for youth. Her research focuses on social justice pedagogy in school psychology training and culturally responsive school-based behavioral and mental health supports.

Dr. Cooper currently serves as an Associate Editor for the Journal of Educational and Psychological Consultation and on the Editorial boards for School Psychology Review and the Journal of School Psychology, in addition to serving as an ad hoc reviewer for several other peer-reviewed journals. She previously served as an Executive Board Member and Chair of the Social Justice Committee for the Trainers of School Psychologists (TSP). Currently, she serves as Chair of the American Psychological Association (APA) Division 16’s Diversity, Equity, Inclusion and Justice (DEIJ) Task Force, APA Division 16’s Committee on Ethnic Minority Affairs (CEMA), and the National Association of School Psychologists (NASP’s) Research Committee.

In 2021, Dr. Cooper was recognized with a Presidential Citation from the American Psychological Association Division 16 (School Psychology) for her work and national leadership focused on anti-racism. In 2023, she received a Presidential Appreciation Award from the Trainers of School Psychologists for her service, teaching and research focused on social justice and school psychology.

  • The Ohio State University, Ph.D. in School Psychology

    The Ohio State University, Master of Arts in School Psychology

    Stony Brook University/SUNY, Master of Arts in Public Policy

    University at Albany/SUNY, Bachelor of Arts, Political Science Honors Program

  • *Weinberg, J. & Cooper, J. M. (2023). Examining the mental health needs of sexual and gender minority youth to articulate a Multi-Tiered System of Supports for schools. Psychology in the Schools. Advance online publication. https://doi.org/10.1002/pits.22933

    Moore, S.A., Long, A. C., Coyle, S., Cooper, J. M., Mayworm, A. M., Amirazizi, S., Edyburn, K. L., Pannozzo, P., Choe, D., Miller, F. G., Eklund, K., Bohnenkamp, J., Whitcomb, S., Raines, T. C., & Dowdy, E. (2023). A roadmap to equitable school mental health screening. Journal of School Psychology, 96, 57-94. https://doi.org/10.1016/j.jsp.2022.11.001  

    Truong, D. M., Tanaka, M. L., Cooper, J. M., Song, S., Talapatra, D., Arora, P., Fenning, P., McKenney, E., Williams, S. A. S, Stratton-Gadke, K., Jimerson, S. R., *Pandes-Carter, L., Hulac, D., & Garcia-Vázquez, E. (2021). School psychology unified call for deeper understanding, solidarity, and action to eradicate anti-AAAPI racism and violence. School Psychology Review, 50(2-3), 469-483. https://doi.org/10.1080/2372966X.2021.1949932

    Cooper, J. M., Smith, T., Holmes, S., Preast, J., Bloomfield, B., & Sheridan, S. (2021). Recent methodological advancements in indirect service delivery. Journal of Educational and Psychological Consultation, 31(3), 269-277. https://doi.org/10.1080/10474412.2020.1785885 

    Smith, T. E., Holmes, S. R., Sheridan, S. M., Cooper, J. M., Bloomfield, B. S., & Preast, J. L. (2021). The effects of consultation-based family-school engagement on student and parent outcomes: A meta-analysis. Journal of Educational and Psychological Consultation, 31(3), 278-306. https://doi.org/10.1080/10474412.2020.1749062

    Williams, S. A. S., Cooper, J. M., & Shriberg, D. (2021). Social justice, anti-racism and school psychology: Reconciling with our past to build an equitable future. School Psychology Training and Pedagogy, 38(1), 1–10.  https://www.sptpjournal.org

    Cooper, J. M., Williams, S. A. S., & Shriberg, D. (2020). Training school psychologists as social justice change agents: Current practices and future directions. Trainers’ Forum, 37(2), 1-9. https://tsp.wildapricot.org/forum

  • Theories of Counseling

    Advanced Intervention Seminar

    Instructional Consultation

    Counseling Program Development and Evaluation 

  • Social justice pedagogy; culturally relevant school mental health; system-level consultation; implementation science; multitiered systems of support for behavior/social emotional development; and equity in youth educational and mental health outcomes