Kate Norwalk

Picture of Kate Norwalk

Assistant Professor


Dr. Kate Norwalk was trained as a School Psychologist. Through her graduate and postdoctoral training, she has worked with children and youth in a variety of different settings and capactities. These include counseling teenage girls at an inpatient mental health facility, leading social skills groups for kindergarten children at-risk for developing emotional and behavioral disorders, delivering individual and small-group reading interventions to children in elementary school, and conducting psychoeducational assessments in both clinic and school settings. Most recently, Dr. Norwalk has had the opportunity to work directly with 6th grade teachers as a consultant and intervention specialist.

In addition to these practice-based experiences, Dr. Norwalk has been dedicated to developing and maintaining a rigorous program of research. She was awarded an Institute for Education Sciences (IES) funded predoctoral fellowship while attending graduate school at Penn State, and completed a postdoctoral fellowship at the Center for Developmental Science at UNC in 2015. 

Teaching and Research Interests

Dr. Norwalk is interested in the social dynamics of elementary and middle school students, the impact of students’ classroom social dynamics on their social, behavioral, and academic functioning, and ways in which teachers can leverage these naturally occurring dynamics to improve classroom functioning and student outcomes. The goals of her research are to understand the dynamic and reciprocal influences of individual-level characteristics, peer relations, and the classroom context in shaping students’ behavioral and academic adjustment, and ways in which this knowledge can help inform teaching practices and school-based intervention efforts. As a School Psychologist, Dr. Norwalk's ultimate goal of her research is to inform practice and bring about meaningful change in schools.

Funded Research

Dr. Norwalk is currently working on a project funded by the Spencer Foundation. The goal of this project is to assess middle school teachers' knowledge of their students' social dynamics, strategies they use to manage these dynamics, and the subsequent effect this knowledge and strategy use has on student achievement and behavior. 


Norwalk, K. E., & Hamm, J. V. (In press). Improving the school context of early adolescence through teacher attunement to victimization: Effects on school belonging. Journal of Early Adolescence.

Norwalk, K. E., DiPerna, J. C., & Lei, P. (2014). Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI). Journal of School Psychology, 52, 83-96.

Norwalk, K. E., DiPerna, J. C., Lei. P., & Wu, Q. (2012). Identifying early literacy skill differences among children in Head Start using latent class analysis (LCA). School Psychology Quarterly, 27, 170-183.

Norwalk, K. E., Vandiver, B. J., Englar-Carlson, M., & White, A. M. (2011). Factor structure of  the Gender Role Conflict Scale in African American and European American men. Psychology of Men and Masculinity, 12, 128-143.

Norwalk, K. E., Norvilitis, J. D., & MacLean, M. G. (2009). ADHD symptomatology and its relationship to factors associated with college adjustment. Journal of Attention Disorders, 13, 251-258.


  • Postdoctoral Fellowship in Developmental Science from University of North Carolina, Chapel Hill, 2013-2015
  • Clinical Internship in School Psychology from Loudoun County Public Schools, VA, 2012-2013
  • Ph.D. in School Psychology from Penn State University, 2013
  • B.A. in Psychology from Buffalo State University, 2007