Associate Professor
Laura L. Feuerborn received her Ph.D. in school psychology from the University of Oregon in 2004 and has been University of Washington, Tacoma Education Program faculty since 2006. She is a Nationally Certified School Psychologist, editor for the SCOPE, the publication of the Washington State Association of School Psychologists, and a co-author of Strong Kids and Strong Teens, a social-emotional learning curriculum. Additionally, she reviews manuscripts for several journals including Preventing School Failure and Psychology in the Schools. She teaches general education and special education courses for both pre-service and practicing teachers, e.g. Classroom Management, Special Education Assessment, and Introduction to Exceptionalities. She specializes in facilitators and barriers of systemic change in schools. She works with leadership teams throughout the region to make the shift from reactive school discipline practices to systems of prevention such as school-wide positive behavior interventions and supports (PBIS). Currently, she is working with a research team comprised of faculty and students to investigate the impact of staff perceptions of behavior and discipline on the implementation of social, emotional, and behavioral supports.
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About Laura Feuerborn
Laura L. Feuerborn received her Ph.D. in school psychology from the University of Oregon in 2004 and has been University of Washington, Tacoma Education Program faculty since 2006. She is a Nationally Certified School Psychologist, editor for the SCOPE, the publication of the Washington State Association of School Psychologists, and a co-author of Strong Kids and Strong Teens, a social-emotional learning curriculum. Additionally, she reviews manuscripts for several journals including Preventing School Failure and Psychology in the Schools. She teaches general education and special education courses for both pre-service and practicing teachers, e.g. Classroom Management, Special Education Assessment, and Introduction to Exceptionalities. She specializes in facilitators and barriers of systemic change in schools. She works with leadership teams throughout the region to make the shift from reactive school discipline practices to systems of prevention such as school-wide positive behavior interventions and supports (PBIS). Currently, she is working with a research team comprised of faculty and students to investigate the impact of staff perceptions of behavior and discipline on the implementation of social, emotional, and behavioral supports.