Carly Tindall-Biggins

Dr. Carly Tindall-Biggins serves as the Associate Director of Clinical Training for the School Psychology Department at The Chicago School's College of Professional Psychology in Chicago, Illinois. As a Nationally Certified School Psychologist (NCSP) licensed in Illinois, she plays a key leadership role in clinical training while maintaining active research and teaching responsibilities.

Education:

• BA, University of Iowa, Iowa City, Iowa (2012)
• MA, The Ohio State University, Columbus, Ohio (2013)
• MEd, Loyola University Chicago, Chicago, Illinois (2016)
• PhD in School Psychology, Loyola University Chicago, Chicago, Illinois (2020)

Dr. Tindall-Biggins' research focuses on critical issues in educational psychology, particularly examining factors related to the school-to-prison pipeline and supporting youth involved in the juvenile justice system. Her doctoral dissertation utilized youth participatory action research to examine youth empowerment processes. She has extensive experience teaching courses in research methodology, systems change, neurodiversity, and social-emotional assessment and intervention. Her current research projects address school psychologists' experiences in post-pandemic educational environments, including burnout and professional boundary setting.

Analysis of Dr. Tindall-Biggins' scholarly output reveals a consistent focus on educational equity, particularly regarding marginalized youth populations and disciplinary practices that contribute to the school-to-prison pipeline. Her recent work increasingly addresses mental health challenges in educational settings, with a growing emphasis on professional wellbeing among school psychologists following the pandemic.

Professional Memberships:

• Illinois School Psychologists Association
• National Association of School Psychologists
• American Psychological Association

Dr. Tindall-Biggins has extensive clinical experience, having previously worked as a school psychologist in a suburban high school where she engaged in collaborative problem-solving, multi-tiered systems of support, crisis response and intervention, and comprehensive case study evaluations. Her professional expertise spans social-emotional assessment and intervention, behavioral assessment and intervention, Multi-Tiered Systems of Support (MTSS), systems change, and supervision. She has presented her research at numerous national conferences, particularly the National Association of School Psychologists Annual Convention.