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School of Education

Kristine Larson

Assistant Professor of Special Education
Kristine Larson

Education:

Ed.D., Special Education, Johns Hopkins University, Baltimore, MD (May 2015)
M.A.T., Secondary Social Studies, Johns Hopkins University, Baltimore, MD (May 2005)
B.A., Psychology, Loyola University Maryland, Baltimore, MD (May 2003)

Biography:

Kristine E. Larson, Ed.D., is an Assistant Professor of Special Education at Loyola University Maryland. She received her B.A. in psychology at Loyola University Maryland in 2003 and her M.A. in teaching secondary social studies from Johns Hopkins University in 2005. After teaching social studies for seven years at a middle school in Baltimore County, she pursued a doctorate in special education and graduated with an Ed.D. from Johns Hopkins University in 2015. Her passion for coaching teachers in supporting students with challenging behaviors allowed her to work as a postdoctoral research fellow with an interdisciplinary group of scholars from the Johns Hopkins Bloomberg School of Public Health, the University of Virginia, and Sheppard Pratt Health System. During this time, she coached teachers in culturally responsive classroom management practices, bullying prevention strategies, and using multi-tiered systems to support safe and affirming school climates. Recognizing the central role well-being plays in improving these skills, Dr. Larson took courses and earned a teaching certificate in yoga from India’s Govardhan School of Yoga. Soon after, Dr. Larson worked as a Visiting Assistant Professor of Special Education at Saint Louis University (2018-2019), and then as an Assistant Professor of Special Education at Notre Dame of Maryland University (2019-2024). In her current role, Dr. Larson teaches special education courses and supports educators and students to live balanced and healthy lives. Her most recent research focuses on integrating, promoting, and supporting flourishing in education. For more information about Dr. Larson’s published research, please visit https://orcid.org/0000-0003-4930-9810 .

Awards & Grants:

  • Fenster Faculty Research Award, Notre Dame of Maryland University (Spring 2024)
  • Scholarly Works Honorable Mention, Saint Louis University (Spring 2019)
  • Post-Doctoral Fellowship, Johns Hopkins University & Sheppard Pratt Health System (2015-2018)
  • Showcase Presentation, Division for Diverse and Exceptional Learners (DDEL; April, 2017)
  • Poster Presentation Award of Excellence, Council for Exceptional Children (April, 2013)
  • Doctoral Fellowship, Johns Hopkins University (2011-2015)

Research Interests:

  • Individual, School, and Community Flourishing
  • Special Education Teacher Education and Preparation
  • Supporting Teachers of and Students with Emotional and Behavioral Challenges
  • Contemplative Practices
  • School Climate
  • Culturally Responsive Teaching
  • Coaching
  • Classroom & Behavior Management
  • Multi-tiered System of Supports

Recent Publications:

Larson, K.E., Savick, S.L., Silver, P.M., Poling, R.E. (2024). Promoting faculty collaboration to support school-university partnerships and increase coaching self-efficacy. School University Partnerships. https://doi.org/10.1108/SUP-05-2024-0007   

Larson, K.E., Dunn, M.S., Tek, B., Lawler, A.L. (2024). Empowering educators and students to flourish: Evaluating the Student Alliance for Flourishing program in middle and high schools. Education Sciences, 14(4), 340. https://doi.org/10.3390/educsci14040340    

Larson, K.E., Chaturvedi, A., & Tek, B. (2024). Student Alliance for Flourishing: Pilot implementation, perceptions, and lessons learned from five high schools. International Journal of Applied Positive Psychology. https://doi.org/10.3390/educsci14040340   

Larson, K.E., Chaturvedi, A., Dunn, M., & Chavers, N. (2023). Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: A feasibility study. Teaching Education, 35(2), 162–183. https://doi.org/10.1080/10476210.2023.2252353   

Dunn, M.S., & Larson, K. E. (2023). Mindful educators: Compassion, community, and adaptability are key. International Journal of Learning, Teaching and Educational Research, 22(2), 358–376. https://doi.org/10.26803/ijlter.22.2.20   

Larson, K.E., Savick, S., Segree, T., Buchanan, M. & Chaturvedi, A. (2022). Integrating flourishing within PDS partnerships to support students’ mental health and wellbeing. School-University Partnerships, 15(2). Available at: https://files.eric.ed.gov/fulltext/EJ1382581.pdf    

Chaturvedi, A., & Larson, K.E., (2021). Integrating flourishing in teacher preparation and special education coursework. In A. Markelz, (Ed.), TED 2021 Conference Proceedings: Steering into the Future (pp 223-227). Teacher Education Division of the Council for Exceptional Children, Fort Worth, TX. Available at: https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=1426&context=ed-facpres#page=224   

Larson, K.E. & Chaturvedi, A. (2021). Using a multi-tiered support framework to promote flourishing as the aim of education in schools. Eton Journal for Innovation and Research in Education, 5, 39-42. Available at: https://cirl.etoncollege.com/wp-content/uploads/sites/4/2021/07/Issue-5.pdf  

Christensen, J.E., Larson, K.E., & Dykes, F.O. (2021). Using a school-wide coaching framework to create safe and inclusive spaces for students who identify as LGBTQ. Preventing School Failure: Alternative Education for Children and Youth, 1-8. https://doi.org/10.1080/1045988X.2021.1925868   

Larson, K. E., Nguyen, A. J., Solis, M. G. O., Humphreys, A., Bradshaw, C. P., & Johnson, S. L. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606. https://doi.org/10.1016/j.ijer.2020.101606   

Larson, K.E., Pas, E.T., Bottiani, J.H., & Bradshaw, C.P. (2020). A multidimensional and multilevel examination of student engagement and teachers’ use of positive classroom management practices. Journal of Positive Behavior Interventions, 23(3), 149–162. https://doi.org/10.1177/1098300720929352  

Professional Activities/Society Memberships:

  • Council for Exceptional Children (CEC)
  • Teacher Education Division of CEC (TED)
  • Small Special Education Programs Caucus (SSEPC) of TED/ CEC
  • Division for Emotional and Behavioral Health (DEBH) of CEC