Alumni Q & A: Christina Campbell

Ed.S. '21 School Psychology

Tell us a little bit about yourself. When did you decide to pursue psychology and what drew you to this field?

I currently live in Denver, Colorado, and work for Denver Public Schools. For undergrad, I went to the  University of Illinois at Urbana-Champaign and studied Psychology. I grew up in a family of educators and knew since I was a child playing "teacher" in my mother's classroom that I would work in a school one day. As I progressed through college, working in research labs around youth bullying violence brought me to School Psychology. 

At what point did you decide to study at NLU and specifically in SPY program?

I came to observe a lecture by Mark Shinn before making a decision. He spoke candidly about broken systems and change, which inspired me. The program highlights a "new generation" of school psychologists who break the stereotypical "test and place" model - to this day, I am proud of this program and its active take on school psychology. 

What is your job and what do you love most about it? How do you measure success in your role?

I work for an all-girls middle and high school charter, Girls Athletic Leadership Schools of Denver. Our school uniquely supports young women in building confidence and leadership skills to show up in male-dominated spaces. We are a fully inclusive, movement-based learning environment that uses experiential learning and the brain and body connection to support academic and social-emotional development. Working here brings me joy and hope for what school systems can look like for diverse learners and needs.

Tell us about a time in a specific class that shaped the way you approach your curriculum?

I remember learning from Madi Phillips the importance of needs-based support within special education. We often get hung up on the "qualification" or "disability category" to inform student needs. Instead, we must move from a space of problem-focused to solution-focused. Developing needs-based educational plans and programming ensures data-driven, student-focused, impactful services. 

Talk about who you were when you started as an NCE student and where you are now. How has NLU shaped your perspective on education?

I admittedly believed before starting the program that most issues were "within student" issues. After completing the program, I firmly believe in the role that educators and school cultures or environments play in student success. I learned this at NLU and I practice it each day in my career. I ask myself: how can we, as educators, take ownership and responsibility for the success of our students?

  Could you tell us about a time when you were in the field that you were presented with a difficult problem or issue and how your coursework and classroom experience at NLU helped you manage the situation?

Data-based meetings are often met with conflict, disagreement, or miscommunication. One of the strongest skills I acquired through my training at National Louis was facilitating these meetings. NLU prepares its graduates to act as leaders in these processes. The skills we learned support setting the foundation for student-centered, collaborative meetings. They also provide us with the strategies and skills to navigate conflict productively to best support kids. 

Could you talk about the experience of being nominated school psychologist of the year through your district?

I was shocked to receive a nomination so early in my career. I believe in my district and my school and feel seen due to this nomination. I know I have strong teams behind me that hold similar visions around student success - I owe a lot of credit to them and their mentorship and collaboration.

What's a piece of advice you would offer to aspiring school psychology students?

Consistency is key. Whether your students or your colleagues, show up and be present. You may make mistakes and question your skills, but if you demonstrate consistency, you will succeed.