When first-year school psychology doctoral student Lauren Rymer graduates, she plans to bridge the gap between academia and practice, focusing on research-based methods and integrating school psychology with pediatric and wellness care. But for now, she’s already making her mark — strengthening undergraduate research, collaborating with faculty, and discovering ways to enhance academic writing skills for undergrads in the School.
Rymer is working to blend intellectual curiosity, social responsibility, and a passion for working with children and youth as a school psychologist and is equally dedicated to paying it forward, guiding undergraduate students on their research journeys just as she once was.
In May 2024, Rymer graduated from The University of Alabama with a Bachelor of Arts in Psychology. As a research assistant in the Bama Baby Lab, starting in 2022, she delved into early childhood development and presented her Psychology honors thesis on “Links Between Parental Role Strain and Vocal Turn-Taking Development in Autistic Toddlers.”
This work highlighted Rymer’s commitment to understanding the complexities of child development and family interaction — a focus she continues to pursue in her doctoral studies and graduate assistantship within the School’s Human Development and Family Science (HDFS) program.
“I began my research journey as a junior with no prior experience, and I am now in graduate school,” Rymer said. “This shows how possible it is to start, as long as you are motivated.”
Expanding research horizons
On October 24, as part of University Research Week, the School’s undergraduate programs in Human and Organizational Leadership Development (HOLD) and Human Development and Family Science (HDFS) hosted a panel of recent graduates. Moderated by faculty member Kathryn Leech, Ph.D., and organized by Rymer, the panel explored their undergraduate research experiences and how those experiences contributed to their post-graduate success.
“I want undergraduates to understand that they don’t need to have a fully developed study to get involved in research,” Rymer said. “There are numerous resources available to guide them from the very beginning, even with no prior experience. The key is formulating a question, which takes practice and support. With guidance and persistence, research is accessible and achievable.”
Helyne Frederick, Ph.D., program director of the Human Development and Family Science (HDFS) program, noted a rise in undergraduate research participation and an increased demand for lab opportunities. Current undergraduate research topics include bullying prevention, socio-emotional development, autism, and literacy, with students further developing their skills through honors theses.
“Lauren’s experience as an undergraduate student researcher is key to helping motivate students to engage in research,” Frederick said. “It is clear that undergraduate research experiences correlate to successful applications in graduate schools, particularly doctoral programs. We want to continue to foster intrigue in research and to help students see how valuable research is to their overall academic and career development.”
For Rymer, one of the most challenging aspects of starting research was figuring out how to approach professors and understand their expectations. She noted how this panel provided students with the initial chance to ask those questions and receive guidance from peers who had already navigated the process.
“We want to highlight the different paths research can open up, even for students who aren’t necessarily pursuing research as a career,” Rymer said. “Whether you’re going into a more practical field or something clinically focused, research experience remains incredibly valuable.”
Creating pathways to holistic support
As a doctoral student, one of the key factors that attracted Rymer to the School’s School Psychology program was the immediate start of externships, allowing students to engage directly with schools, professionals, and students from their first semester. Rymer is currently completing her externship in Chatham County Schools within the Exceptional Children (EC) department while taking foundational courses.
“The program’s structure enables students to tailor their experience, selecting foundational courses based on their specific interests,” Rymer said. “The faculty are incredibly supportive and flexible, encouraging us to either diversify our focus areas or delve deeply into particular aspects of development.”
Leech, one of Rymer’s advisors, emphasized the importance of building a strong foundation in both research and practice for students pursuing school psychology.
“Engaging in research during graduate school helps develop critical and analytical thinking, essential for assessing interventions, conducting assessments and improving student outcomes,” Leech said. “A strong research background enables school psychologists to connect research and practice effectively, work alongside researchers and apply the latest evidence to their daily work.”
Rymer, the 2024 recipient of the Ira J. and Esther L. Gordon Fellowship, is also collaborating with Leech and Yuliana Rodriguez, Ph.D., faculty member and senior honors thesis program director, on a project exploring how undergraduates perceive research and related skills like writing. The team aims to understand students’ experiences, areas of confidence and needs for additional support.
“We’re conducting focus groups with students to gather their feedback on academic and professional writing—what’s working well and where they need more support,” Leech said. “Based on these insights, we’re developing a resource library with books and online materials to help students improve their writing skills. Our hope is that this project leads to further initiatives that implement and evaluate our recommendations to positively impact student outcomes.”
Looking ahead, Rymer aims to blend practice and scholarship in her career, maintaining a strong commitment to research-based practice while continuing to emphasize research opportunities for undergraduate members of the School’s community through practice and ongoing programming.
“I’m not entirely certain what my practice will ultimately look like,” Rymer said, “but I want to explore how school psychologists can contribute to pediatric and wellness checkups, creating a holistic approach to identifying developmental delays or areas for growth during regular health visits. This integrated model could be especially beneficial for families with limited resources and time, offering a ‘one-stop-shop’ for children’s health and well-being.”