Quennie Dong

Dr. Quennie Dong earned her Ph.D. in School Psychology from the University of California, Berkeley, where she completed her predoctoral internship with the APA-accredited Berkeley Psychology Internship Consortium. She is a nationally certified and credentialed bilingual school psychologist and currently serves as an Assistant Professor at the University of Arizona. Dr. Dong’s work sits at the intersection of school psychology, educational leadership, and critical studies. Her doctoral research examined how racialization, systemic inequities, and occupational stress shape the experiences and well-being of students, educators, and school leaders.

Dr. Dong’s research focuses on three interconnected areas: 1) culturally sustaining school-based prevention and intervention, including the development and implementation of supports that promote the well-being, resilience, and thriving of students and educators from diverse and historically marginalized communities; 2) violence and racism in schools, with particular attention to how racialization, systemic inequities, and school contexts influence the experiences and well-being of students and educators; and 3) equity-centered educational leadership, including the experiences of leaders of color and the development of organizational practices and systems that foster belonging, well-being, and educational equity.

Across these areas, Dr. Dong’s scholarship advances socioecologically grounded, prevention-oriented approaches to creating more equitable and affirming educational systems. Her peer-reviewed scholarship includes work on transformative social-emotional learning, multi-tiered systems of support (MTSS), educator well-being, and affinity spaces for leaders of color. Her research has been supported by the UC Berkeley Asian American Research Center and is informed by her clinical practice in urban schools, community mental health settings, and bilingual assessment. As a first-generation Vietnamese American scholar-practitioner, Dr. Dong is committed to centering the knowledge, agency, and resilience of marginalized communities and to preparing future school psychologists through culturally humble, equity-driven teaching and mentorship.