College of Education School Psychology Professor’s Work Strengthens School Communities

For the past two years, Erika Coles,  a faculty member in the Department of School Psychology and Educational Leadership at the College of Education, has been making a profound impact on schools across the Pocatello-Chubbuck School District. Her work has centered on one goal: empowering teachers and administrators to better support students with behavioral needs.

Through her ongoing collaboration with many schools in the district, Coles has provided training to teachers and administrators on best practices for supporting students who require additional behavioral assistance. Her work combines research-based strategies with practical, compassionate approaches that educators can apply immediately in their classrooms.

On October 21, Coles extended this effort by leading a session for all elementary school principals in the Pocatello-Chubbuck School District. This training focused on enhancing schoolwide strategies to support high-need learners.

Mona Heern, the director of clinical experiences at the College of Education, who attended the session said, “with the rise of high-need students in general education classrooms, Dr. Coles brings targeted support where schools need it most, going above and beyond to support classroom teachers.”

School leaders across the district echo that sentiment.

 “Dr. Coles has been an exceptional partner in supporting our staff who work with learners demonstrating challenging behaviors," said Krystel Lockyer, principal at Tendoy Elementary School. "Her deep understanding of trauma-informed approaches allows her to provide educators with practical strategies that can be implemented immediately.”

In addition to her district-level collaborations, Coles also teaches a class with Carri Thomason, an elementary instructional coach with School District #25. The course is designed to address teacher stress and burnout, explore the connection between childhood mental health and classroom management, and provide educators with strategies to sustain their own well-being while supporting students effectively.

Coles’s commitment to children’s mental health extends beyond workshops. She serves on the elementary district intervention team, a collaborative group of principals and district administrators dedicated to supporting students with intensive needs. She also supervises clinical psychology doctorate students and school psychology graduate students, guiding their work with individual children in therapy and behavioral consultation.