Education

  • Ph.D. 1996 – University of California at Berkeley. Educational Psychology and Human Development, emphasis in School Psychology
  • M.A. 1987 – University of San Francisco, Counseling (School, and Marriage and Family)
  • B.A. 1981 – San Francisco State University, Geography

Areas of Expertise

  • Coaching, Consultation and Professional Development
  • Implementation Science
  • Social Innovation Research Focusing on Promoting Children and Youth’s Wellness, Flourishing, and High Performance
  • Education in Informal Settings (e.g., Sports, Outward Bound, Parent Groups)
  • Social Innovation and Entrepreneurship

Background

Steve Knotek is a psychologist trained as a practitioner and as a researcher in the areas of prevention, thriving and social innovation. His interests have been heavily influenced by his professional experience working with children, youth and families in formal and informal educational settings. Prior to becoming a professor he worked in a children’s museum, as a therapist for seriously emotionally disturbed children and adolescents in an inner-city community, and then finally as a psychologist serving minority students in underserved rural counties. This work highlighted for him the resilience and competence inherent in children and youth, their families, and their caregivers. As a museum educator he was privileged to see children learn to love the pursuit of knowledge by actively using the tools and methods of science to solve problems and understand nature. Working as a therapist highlighted the community and cultural wealth families possess and how they can use this wealth to navigate and succeed in demanding urban settings. Finally, as a school psychologist he was able to collaborate with professionals and parents who shared the same overarching goals for promoting the success of their students’ academic and social-emotional functioning in and outside of school settings.

Research

Knotek’s primary research focuses on how positive youth development, for adolescent and young adults aged 12 to 25, can be promoted with carefully designed programming in various educational settings. Integrating proven protective and thriving factors, such as supportive mentoring and the promotion of social problem-solving, distress tolerance, empathy, and emotional self-regulation, into the fabric of a program can yield important outcomes such as academic achievement and maintaining positive social relationships. Currently, Knotek is investigating how theater-arts programs (e.g., Theater Arts Programming as a Context to Support Positive Youth Development through Human-centered Design and Partnership) and campus ministries (e.g., “Like a Second Home”: A Campus Ministry as a setting for positive youth development and adulting after COVID), can be intentionally leveraged to promote positive youth development.

Knotek is a founding creator of the Bridging English Language Learning and Academics (BELLA) program, which provides a teacher collaboration model, a coaching framework, along with high-impact literacy strategies. ESL and classroom teachers collaborate and align instruction in the use of high-impact literacy strategies to support the academic success of English learning children in grades K-1. Knotek’s main responsibility in the program has been to create the Implementation Coaching model that promotes the field-based professional development of participating teachers. Learn more at bellapd.org.

In a related vein, Knotek is studying how post-secondary theater arts (e.g., Non-Cognitive Skills, Mentoring, and Successful Trajectories of Talent Development in Theater Arts) and athletic settings (e.g., Coaching and the Development of Psychological Strengths and Athletic Talent in University Athletes) can be configured to promote beneficial personal and professional outcomes.

  • EDUC 821, Doctoral Externship in School Psychology
  • EDUC 994, Doctoral Research and Dissertation
  • EDUC 818, School Psychology Intervention and Assessment III
  • EDUC 819, School Psychology Intervention and Assessment IV
  • EDUC 822, Doctoral Internship in School Psychology
  • EDUC 796B, Independent Study Doctoral Level
  • EDUC 890, Special Topics in Education
  • EDUC 796A, Independent Study Master’s Level
  • EDUC 739, Global Child: Development and Education
  • EDUC 709, Seminar in Applied Investigations
  • EDUC 721, Externship in School Psychology
  • EDUC 790, Special Topics in Education – Graduate
  • EDUC 696, Independent Study Doctoral Level
  • EDUC 993, Master’s Research and Thesis
  • EDUC 718, Psychological Assessment and Intervention I
  • EDUC 403, Families and Communities in Diverse Contexts for Children
  • EDUC 992, Master’s (Non-Thesis)
  • EDUC 708, School Consultation Methods
  • EDUC 719, Psychological Advanced Assessment and Intervention II

“Dramatic Healing: Using Actor Training to Develop Mental Health Strategies for Underserved North Carolina Residents Exploring the Neurophysiological Effects of Acting: A Pathway to Emotional Regulation”, Knotek, S., Co-Principal Investigator; UNC School of Arts and Sciences. (September 30, 2025 – September 30, 2026).

“DCCS Online: ESL and Classroom Teachers Working Together with Children and Families”; Duke University, $70,993. (Prime Project: $70,993, US Department of Education (DOED)). (July 1, 2022 – June 30, 2026).

“Assessing the Impact of COVID on the Applications to and Enrollment in UNC System Institutions”, Knotek, S., Lead Principal Investigator; North Carolina Agricultural and Technical State University, $16,520. (Prime Project: $148,833, North Carolina Collaboratory). (November 1, 2022 – October 31, 2023).

“Factors Influencing the School Choice Decisions of African”, Knotek, S., Co-Principal Investigator; Caruthers, C., Graduate Research Assistant; Charles Koch Foundation, $5,000. (August 1, 2019 – August 31, 2020).

“Efficacy of the DCCS Program: ESL and Classroom Teachers”, Knotek, S., Co-Principal Investigator; Duke University, $89,962. (Prime Project: $3,299,148, US Department of Education). (July 1, 2018 – June 30, 2020).

“A Tier 2 School Safety Program: DBT STEPS – A for Students”, Knotek, S., Lead Principal Investigator; NCDPI, $175,214. (January 1, 2019 – May 31, 2020).

“Implementation / Evaluation of Instructional Consultation”, Knotek, S., Lead Principal Investigator; North Carolina Department of Public, $32,427. (August 15, 2009 – August 14, 2010).

  • Nominated for:Prose Award, Association of American Publishers. (November 15, 2019).
  • American Psychological Association. (January 1, 2019 – December 31, 2021).

Journal Article

Hall, K., Marraccini, M., Karpinsky, J., Middleton, T., Knotek, S., Mankowski, J., & Evarrs, S. (2026). Youth on the Autism Spectrum hospitalized for suicide-related thoughts and behaviors: Characteristics and perspectives form the field. Journal of Affective Disorders, 393(Part B). https://doi.org/10.1016/j.jad.2025.120383

Babinski, L., Amendum, S., Knotek, S., & Mann, J. (2024). Multilingual students benefit when grade-level and specialist teachers collaborate. The Learning Professional, 45(6), 46–49.

Babinski, L., Amendum, S., Carigg, M., Knotek, S., Mann, J., & Sanchez, M. (2024). Professional Learning for ESL Teachers: A Randomized Controlled Trial to Examine the Impact on Instruction, Collaboration, and Cultural Wealth. Education Sciences, 14(7). https://learningforward.org/journal/building-bridges/multilingual-students-benefit-when-grade-level-and-specialist-teachers-collaborate/

McLaughlin, J., Lake, D., Chen, L., Guo, W., & Knotek, S. (2024). Faculty Experiences and Motivations in Design Thinking Teaching and Learning. Frontiers in Education, 8, 8. https://doi.org/10.3389/feduc.2023.1172814

Marraccini, M., Vanderburg, J., Martinez, Jr., R., Knotek, S., Pittleman, C., & Neshkes, R. (2022). Development and Psychometric Evaluation of a Brief Measure of School Mental Health Services. Professional School Counseling, 26(1), 1–12. https://doi.org/10.1177/2156759X221087653

Martinez, Jr., R., Marraccini, M., Knotek, S., Neshkes, R., & Vanderberg, J. (2022). Effects of dialectical behavioral therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) program of rural ninth-grade students. School Mental Health, 14, 165–178. https://doi.org/10.1007/s12310-021-09463-5

Knotek, S., Dillon, K., & Toole, E. (2021). Ethnography and Consultee-Centered Consultation: Perfectly Aligned. Journal of Educational and Psychological Consultation. Journal of Educational and Psychological Consultation. Published. https://doi.org/10.1080/10474412.2020.1866582

Guo, W., McLaughlin, J., Lake, D., Chen, L., & Knotek, S. (published). Design Thinking Pedagogies in Undergraduate Methods Courses: A Mixed Methods Study.

Knotek, S., Dillion, E., Toole, E., & Hartley, L. (2020). Ethnography and Consultee-Centered Consultation: Perfectly Aligned. Journal of Educational and Psychological Consultation. Published. https://doi.org/10.1080/10474412.2020.1866582

Eun, B., & Knotek, S. (2020). Moving from association to mediation: A sociocultural approach to assessment. Research in Education, 1–17. https://doi.org/10.1177/0034523720975430

O’Neill, j. c., Marraccini, M., & Knotek, S. (2020). Suicide Postvention Practices in Schools: School Psychologists’ Experiences, Training, and Knowledge. School Psychology Quarterly, 35, 61–71. https://doi.org/10/1037/spq0000331

Knotek, S., Foley, M., Worrell, F., & Subotnik, R. (2020). Gatekeeping in high performance settings. Review of General Psychology, 23(3), 254–267.

Knotek, S., Fleming, P., Wright Thompson, L., Fornaris Rouch, E., Senior, M., & Martinez, Jr., R. (2019). An Implementation Coaching Framework to Support a Career and University Readiness Program for Underserved First-Year College Students. Journal of Educational and Psychological Consultation, 29(3), 337–367. https://doi.org/10.1080/10474412.2018.1544903

Knotek, S., Fleming, P., Thompson, L., Rouch, E., Senior, M., & Martinez, R. R. (2018). An implementation coaching framework to support a CCR program for underserved first-year college students. Journal of Educational and Psychological Consultation, 1–31. https://doi.org/10.1080/10474412.2018.1544903

Babinski, L., Amendum, S., Knotek, S., & Sanchez, M. (2018). Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial. AERJ, 55(1), 117–143.

Knotek, S. E., & Sánchez, M. (2017). Madres para Niños: Engaging Latina Mothers as Consultees to Promote Their Children’s Early Elementary School Achievement. Journal of Educational and Psychological Consultation, 96–125. http://dx.doi.org/10.1037/gpr0000079

Worrell, F. C., Subotnik, R. F., Knotek, S. E., Plucker, J., Portenga, S., Schultz, S., & Simonton, D. K. (2016). Competition’s Role in Developing Psychological Strength and Outstanding Performance. Review of General Psychology, 20(3), 259–271. http://dx.doi.org/10.1037/gpr0000079

Babinski, L. M., Amendum, S., Knotek, S., Sánchez, M., & Malone, P. (accepted). Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial. American Educational Research Journal.

Webster, L., & Knotek, S. (2007). Attachment in High Risk Populations — Implications for Practice in the Schools. School Psychology International, 28(3), 259–263. https://doi.org/10.1177/0143034307078533

Knotek, S. (2003). Bias in Problem Solving and the Social Process of Student Study Teams. The Journal of Special Education, 37(1), 2–14. https://doi.org/10.1177/00224669030370010101

Gravois, T. A., Knotek, S., & Babinski, L. M. (2002). Educating Practitioners as Consultants: Development and Implementation of the Instructional Consultation Team Consortium. Journal of Educational and Psychological Consultation, 13(1-2), 113–132. https://doi.org/10.1080/10474412.2002.9669456

Book Chapter

Knotek, S., & Hylander, I. (accepted). Research Issues in Mental Health Consultation and Consultee-Centered Approaches. In Handbook of Research in School Consultation: Empirical Foundations for the Field (3rd Ed).. Lawrence Erlbaum.

Knotek, S. (2022). Latinx immigrant parents and their children in times of COVID-19: Facing inequities together in the ‘Mexican Room’ of the New Latino South. In The Pandemic Divide: How COVID Increased Inequality in America.. Duke University Press.

Sánchez, M., DiPietro, M., Babinski, L., Amendum, S., & Knotek, S. (published). Latinx immigrant parents and their children in times of COVID-19: Facing inequities together in the ‘Mexican Room’ of the New Latino South. In The Pandemic Divide: How COVID Increased Inequality in America. Duke University Press. 1070d Peabody Hall, School of Education

Knotek, S. (2019). Gatekeeper Interview: Michael Reed, Software Engineer and Site Lead, Google Chapel Hill. In The Psychology of High Performance: Developing Human Potential into Domain-Specific Talent, (pp. 135–140). American Psychological Association. https://doi.org/10.1037/0000120-000

McWilliams, M., Holding, E., & Knotek, S. (2019). Talent development in medicine and software engineering. In The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent, (pp. 98–134). American Psychological Association.

Knotek, S., & Babinski, L. (2018). Mentoring and creating developmentally productive environments to support talent development. In Talent Development as a Framework for Gifted Education: Implications for Best Practices and Applications in Schools. (pp. 205–230). Prufrock Press.

Bulletin

Babinski, L., Amendum, S., Knotek, S., & Sanchez, M. (2021). Supporting Teachers and their English Learners during Online Learning. In IES Online Blog. IES. https://ies.ed.gov/blogs/research/post/supporting-teachers-and-their-english-learners-during-online-learning

Magazine/Trade Publication

Babinski, L., Amendum, S., Knotek, S., & Sanchez, M. (2020, June 19). English-Language Learners Need More Support During Remote Learning. Accepted. https://www.edweek.org/technology/opinion-english-language-learners-need-more-support-during-remote-learning/2020/06

Other

Anderson, E., & Knotek, S. (2024). Positive youth developmental frameworks and emerging adulthood [Data set]. In PsycEXTRA Dataset. American Psychological Association (APA). https://doi.org/10.1037/e500612026-001

Babinski, L., Amendum, S., Knotek, S., & Sanchez, M. (2021, February). Supporting Teachers and their English Learners during Online Learning. Inside IES Research. Published. https://ies.ed.gov/blogs/research/2021/02/17/default

Professional

  • Reviewer/Referee, Education Sciences. (2024 – 2026).
  • Reviewer/Referee, International Journal of Qualitative Studies in Health & Well-being. (January 2024 – 2026).
  • Editorial Review Board Member, Psychology in the Schools. (May 2018 – December 2025).
  • Editorial Review Board Member, Journal for Psychological and Educational Consultation. (June 2021 – December 2024).
  • Committee Member, NC Inter University Council for School Psychology Programs, NC. (January 2021 – June 2023).
  • Reviewer/Referee, PLOS ONE Behavioral. (January 2017 – December 2021).
  • APA Site Accreditation Team Member, APA. (May 2021 – July 2021).
  • Reviewer/Referee, Children and Youth Services Review. (January 2019 – December 2019).
  • Committee Member, American Psychological Association, Washington DC, DC. (May 14, 2014 – December 31, 2018).
  • Reviewer/Referee, Proceedings of the 20th Psychology Days in Zadar, Zadar. (November 24, 2016 – April 14, 2017).
  • Reviewer/Referee, Gifted Child Quarterly. (June 14, 2016 – February 28, 2017).
  • Reviewer/Referee, PLOS ONE Behavioral. (January 1, 2016 – December 31, 2016).
  • Reviewer/Referee, Loyola University, Chicago, IL. (October 10, 2016 – October 21, 2016).
  • Reviewer/Referee, University of the Pacific, Stockton, CA. (September 14, 2016 – September 24, 2016).

University

  • Committee Member, Innovation for the Public Good. (January 2019 – December 2028).
  • Member, sub-committee chair, JED Task Force. (2021 – 2026).
  • Teaching Observation and Report, Dr. Evarrs’ Promotion. (November 14, 2024 – March 4, 2024).
  • Member, Harvey Award. (2022 – 2023).
  • Chair, SP Search. (August 2022 – February 2023).
  • Member, UNC Mental Health Summit. (September 2021 – December 2021).
  • Presenter and Advocate, SOE Trauma Informed Instruction Presentations. (September 2021 – November 2021).
  • Judge, Campus Y CUBE program. (March 2018 – March 2021).
  • Chair, Sub-Committee on TA Hiring. (January 2020 – December 2020).
  • Committee Member, IDEAS in Action. (October 2019 – May 2020).
  • Mentor, New Faculty Mentor. (October 14, 2016 – December 31, 2019).
  • Faculty Representative, MEITE Steering committee. (January 1, 2016 – December 31, 2019).
  • Faculty Representative, Faculty Athletic Committee. (August 15, 2016 – July 31, 2019).
  • Search Chair, Literacy Search. (September 2018 – February 2019).
  • Member Planning Committee, School Safety Summit. (May 2018 – December 2018).
  • Coordinator, School Psychology Program. (July 1, 2011 – December 30, 2018).
  • Faculty Representative, Math Search. (October 2017 – December 2017).
  • Faculty Representative, Post-Award Research Administrator Search. (October 2017 – December 2017).
  • GURP member, GURP. (January 1, 2016 – December 31, 2017).
  • Faculty Representative, Division of Clinical Rehabilitation & Mental Health Counseling Program Review. (March 2017 – September 2017).
  • Chair of School Psychology Search, SOE. (August 1, 2016 – December 31, 2016).
  • Tenure Committee, Tenure Commitee. (April 2, 2016 – July 31, 2016).

Public

  • Consultant on DPI projects, NC DPI, NC. (January 2019 – December 2019).
  • Committee member, PI, Trainer and Consultant, NC Department of Public Instruction, Raleigh, NC. (July 1, 2014 – December 31, 2018).
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