Chloe Lindner

With a foundation as a classroom teacher and a learning specialist, I bring a unique blend of educational and clinical experience to my work with children, adolescents, and families. The years I have spent designing individualized learning plans, coaching executive functioning skills, and supporting students through key academic transitions have given me a deep, practical understanding of how children learn, where they get stuck, and what helps them succeed. This perspective enriches my clinical work, allowing me to bridge school-based knowledge with therapeutic support.

I am a doctoral student in the School Psychology program at Fordham University’s Graduate School of Education, where my clinical training includes one-on-one counseling, school-based consultation, and comprehensive psychoeducational and neuropsychological evaluations for children ages three to eighteen. My experience spans a variety of settings, from independent schools to high-needs public schools, and includes supporting students with ADHD, anxiety, learning differences, and executive functioning challenges.

Alongside my clinical training, I continue to serve as a learning specialist and executive function coach, working with students from early childhood through young adulthood. I develop individualized learning plans, build skills in reading, writing, organization, and problem-solving, and collaborate closely with families and educators to ensure consistency across settings. This work has strengthened my ability to tailor interventions, foster motivation, and translate clinical insights into practical, everyday strategies.

As a researcher, I have contributed to projects examining early childhood transitions, teacher preparation, and the development of socio-emotional competencies in preschool-aged children. My work has explored topics from preschoolers’ cognitive biases to the impact of remote work on workplace dynamics, and I have presented at national and international conferences. These experiences inform my clinical perspective and strengthen my ability to design interventions that are both developmentally responsive and grounded in evidence.

I approach every child with curiosity, empathy, and a strengths-focused perspective, helping them recognize their abilities and build the skills to face challenges with confidence. My goal is to create a warm, collaborative environment where children feel supported, families feel empowered, and growth is nurtured both in and out of the classroom.