Kendra Saunders

Dr. Kendra Saunders serves as an Assistant Professor in the Department of Psychology and Special Education within the College of Education and Human Services at East Texas A&M University, a role she has held since 2021. Her career path uniquely integrates frontline educational experience as a kindergarten teacher with advanced clinical training in school and pediatric psychology.

Her educational credentials include:

• Ph.D. in School Psychology, University of Florida, 2019
• M.Ed. in School Psychology, University of Florida, 2017
• B.A. in Psychology, University of North Florida, 2011

Dr. Saunders' research critically examines barriers to student mental health access through multiple lenses: mental health attitudes among educators and families, culturally responsive service delivery, implementation of Multi-tiered Systems of Support (MTSS), and innovative multimedia interventions for dyslexia. Her work consistently emphasizes holistic child development—addressing emotional, behavioral, and academic needs within educational ecosystems.

Analysis of her publications reveals a dual research trajectory: (1) teacher cognition regarding adolescent mental health (2022), and (2) technology-enhanced dyslexia support in higher education (2018, 2021). This interdisciplinary approach bridges school psychology, special education, and educational technology, with strong implications for K-12 policy and college accessibility services.

She actively contributes to campus clinical resources including the Assistive Technology Lab and Community Psychology Clinic, building on prior clinical experience with pediatric pain management and oncology teams at Nemours Children's Hospital. Her postdoctoral background at University of Florida's PK Yonge Developmental Research School further informs her school-based intervention frameworks.

Dr. Saunders champions student research involvement at East Texas A&M, noting the institution's strength in pairing world-class faculty mentorship with hands-on project leadership opportunities—even for non-traditional students pursuing school psychology certification. While specific grant details aren't provided, her emphasis on student-driven research suggests active external funding pursuits aligned with her mental health accessibility mission.