Jerica L. Knox, PhD

Education

2017                 B.A. Experimental Psychology - University of South Carolina

2019                 M.S. School Psychology - North Carolina State University

2022                 Ph.D. School Psychology - North Carolina State University

Training

2022-2024     Postdoctoral Fellowship, School Mental Health, University of Maryland, Baltimore

Licensure

2022 (active)  National Certified School Psychologist, Certification #65289

2024 (active)  Licensed Psychologist (Maryland), License #07120

Trauma, trauma-informed schools, culturally responsive pedagogy, school mental health, teacher professional development, readiness for DEI training, educational inequities, child and adolescent mental health, school-community partnerships

Knox, J., Cryer-Coupet, Q., Golden, A., Cerda-Smith, J., Gaona, M. (2023). Secondary traumatic stress in school personnel: A latent class analysis on adverse childhood experience history. School Psychology. https://doi.org//10.1037/spq0000604 

Knox, J. (2025). Lessons learned from implementing a culturally responsive, trauma-informed training series. Journal of Trauma Studies in Education. https://doi.org/10.70085/jtse.v4i2.145 

Knox, J., Lawson, T., Gaona, M., & Casella, J. (2025). Examining trauma-informed professional development in schools: A systematic narrative review highlighting culturally responsive, anti-racist, and equitable content. School Psychology. https://doi.org/10.1037/spq0000714

Knox, J., Lawson., T., Goodwin, A. K. B., & Golden, A., Naji, D., Fallon, L. (2025). Supporting cultural responsiveness in the classroom: An exploratory study of teacher profiles. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2024.2449340 

Knox, J., Beason, T., Mullin, A., Cicchetti, C., Hoover, S. (2026). Trauma-informed interventions in schools. Child and Adolescent Psychiatric Clinics. https://doi.org/10.1016/j.chc.2025.11.010 

Knox, J., Raviv, T., Beason, T., Carter, T., Clark, S., Elahi, S., Novruz, A., Hoover, S. (2026). Advancing culturally responsive, trauma-informed school mental health systems through a national learning collaborative. Journal of Trauma Studies in Education, 5(1), 1-14.

Gibson, S., Knox, J., Gatlin, D., Cooper, V. H., Arch, D. A. N., Burnett, M., & Cooper, S. (2026). Bridging two worlds: The interconnected nature of Black fathers’ school and home involvement. School Psychology Review, 1-15. https://doi.org/10.1080/2372966X.2025.2605462

Knox, J., Ash, T. L., Fisher, A. E., Lindsay, F. (2026). A quantitative content analysis examining barriers to diversity training implementation. School Psychology. https://doi.org/10.1037/spq0000729

Knox, J., & Sturdivant, B. (2025). Applying a CARE framework to trauma-informed schools: Introduction to the special issue. Journal of Trauma Studies in Education, 4(3).

Vona, P., Knox, J., Connors, E., Meyer, A., Hoover, S., & Stein, B. D. (2025). Development and validation of the trauma responsive schools-implementation assessment (TRS-IA). Psychological Trauma: Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0001999

Ash, T. L., Fisher, A. E., Maguire, S. C., Knox, J., Garbacz, S. A. (2025). Evaluating diversity training in schools: A narrative review of different measurement approaches. Journal of School Psychology, 111. https://doi.org/10.1016/j.jsp.2025.101453

Knox, J., & Ash, T., Goodwin, A. K. B., & Fallon, L. M. (2025). Promoting schools’ readiness for equity, diversity, and inclusion professional learning through systems consultation. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2025.2511690

Goodwin, A. G., Adams, M., Adams, N., Knox, J., & Nefferdorf. (2025). A narrative review of mental health help-seeking and service utilization models for Black internalizing adolescents. Current Psychology. https://doi.org/ 10.1007/s12144-025-07878-w

Joy, A., Harstone-Rose, A., Knox, J., Matthews, C., Cerda-Smith, J., Mulvey, K. L. (2025). STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents: The role of inclusive perceptions in self-determination. PLOS One, 20(3).

Golden, A. R., Simon, C., Bland, J. J., Knox, J., Sisco, A. (2025). Showing the world that we’re educated and Black: Peer racial socialization and academic resilience among Black undergraduates at a PWI. Race, Ethnicity, and Education, 1-18. https://doi.org/10.1080/13613324.2025.2474927

Golden, A., Gale, A., Brown-Griffin, C., & Knox, J. (2024). School racial climate and the racialized experiences of racially minoritized youth in schools: What we know and where to go. Review of Educational Research.

Matthews, C., Cerda-Smith, J., Joy, A., Knox, J., Banales, J., Medina, M., Mulvey, K. L. (in press). Patterns of ethnic-racial identity and critical consciousness and associations with STEM engagement: A latent profile analysis of youth of color. Cultural Diversity & Ethnic Minority Psychology.

Beason, T., Knox, J., Hoover, S., Lever, N., Dubin, M., & Gorden-Achebe, K. (2024). Using a culturally responsive, anti-racist, and equitable (CARE) approach to school mental health. Child & Adolescent Psychiatry Clinics, 33(4).

Lawson, T. K., Knox, J., Romero, E., Palacios, A. M., & Fallon, L. M. (2024). Check Yourself!: Exploring current culturally responsive teaching assessment measures. Psychology in the Schools.

Goodwin, A.B., & Knox, J. (2024). Confirmatory Factor Analysis of the DASS-10 with Black Adolescents. Journal of Affective Disorders, 16.

Golden, A. R., Srisarajivakul, E. N., Hasselle, A. J., Pfund, R. A., & Knox, J. (2023). What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic.

Joy, A., Matthews, C., Cerda-Smith, Knox, J., Mulvey, K. L. (2023). The roles of school racial climate and STEM classroom climate in adolescents’ peer inclusion and attribution decisions. Journal of Experimental Child Psychology, 226.

Cerda-Smith, J., Joy A., Matthews, C., Knox, J. L., & Mulvey, K. L. (2023). STEM-related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis. Science Education, 1-26. https://doi.org/10.1002/sce.21784

Knox, J., Mulvey, K. L. & Gonultas, S., Gibson, S. (2022).  Relations between parental attachment, empathy, and bystander help-seeking preference following peer aggression. Journal of Child & Family Studies. 1-11. https://doi.org/10.1007/s10826-022-02312-2

Mulvey, K.L., Matthews, C., Knox, J., Joy, A., & Cerda-Smith, J. (2022). The role of inclusion, discrimination, and belonging for adolescent STEM engagement in and out of school. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21762

Pane Seifert, H. T., Wise-Kriplani, M., Knox, J., & Amaya-Jackson, L. (2022). Improving the content validity of the Trauma and Adverse Childhood Experiences Survey (TRACES) and the Child and Adolescent PTSD Checklist for DSM–5 (CAPC-5): A collaborative research methodological approach. Psychological Trauma: Theory, Research, Practice, and Policy, 14(6), 905–913. https://doi.org/10.1037/tra0001158

Yoon, S., Miller, L., Knox, J., & Xin, Y. (2021) Longitudinal examination of resilience among child welfare-involved adolescents: The role of caregiver-child relationships and deviant peer affiliation. Development and Psychopathology.

Knox, J., Gibson, S., Mulvey, K. L., & Gonultas, S. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review.

Yoon, S., Maguire-Jack, K., Knox, J., & Ploss, A. (2020). Socio-ecological predictors of resilience development over time among maltreated youth. Child Maltreatment.

Gibson, S., Cryer-Coupet, Q., Knox, J., Fields, K. (2020). Father Involvement in Kinship Care: A Risk and Resilience Perspective. Children & Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105354

Kim, E. You, S., Knox, J. (2019). The mediating effect of empathy on the relation between child self-expressiveness in family and prosocial behaviors. Journal of Child and Family Studies. http://doi.org/10.1007/s10826-019-01676-2.

2025       Fellow, Intersectional Qualitative Research Methods Institute

2024       Clinical Research LRP Award, National Institute of Mental Health

2024       Fellow, Institute on Mixture Modeling for Equity-Oriented Researchers

2023       Early Career Scholar, Society for the Study of School Psychology

2023       IMMERSE Fellowship, University of California—Santa Barbara

2022       Ford Foundation Postdoctoral Fellowship

2022       Outstanding Student Reviewer Award, School Psychology Review

2021        North Carolina School Psychology Association Boardsmanship Award

2021        Graduate Research Symposium Awardee, North Carolina State University

2020        Best Research Award, North Carolina School Psychology Association Conference

2020        Viewer’s Choice, North Carolina School Psychology Association Conference

2020        Augustus A. Witherspoon Scholarship, North Carolina State University

2019        National Association of School Psychology Student Leader of the Year Award

2018        Best Research Study Award, North Carolina School Psychology Association Conference

07/26-06/27  PI. Maryland Consortium on Coordinated Community Supports. Source: Maryland Community Health Resources Commission. Amount: $2,897,295

07/25-06/26  PI. Maryland Consortium on Coordinated Community Supports. Source: Maryland Community Health Resources Commission. Amount: $4,030,292

07/24-06/29  PI. Effectiveness and Psychological Impact Evaluation of Active Assailant Drills in Maryland Schools. Source: Maryland Center for School Safety. Amount: $428,393.00

08/23-08/24  PI. School Psych Sistahs: Evaluating a Mentoring Program for Early Career Women of Color in School Psychology. Source: Society for the Study of School Psychology. Amount: $19,750.00

01/23-01/24   PI. Leveraging Educator Readiness to Increase Equity, Diversity, and Inclusion Professional Development Effectiveness. Source: Society for the Psychological Study of Social Issues. Amount: $1,515.00

01/21-01/22    PI. Evaluating a Culturally Responsive Trauma Informed Pedagogical School Program. Source: Society for the Psychological Study of Social Issues. Amount: $1,500.00

01/21-01/22    PI. Evaluating a Culturally Responsive Trauma Informed Pedagogical School Program. Source: Psi Chi/American Psychological Association. Awarded Amount: $1,000.00

Local

2024-Present     Board Member, Maryland Assembly on School-Based Health Care

National

2023-Present     Editorial Board, School Psychology Review

2024-Present     Associate Editor, Journal of Trauma Studies in Education

2026-Present     Editorial Board, School Psychology

2026-Present     Editorial Board, Journal of School Psychology