Rate My Professor Melissa Bray

Melissa A. Bray is a Professor and Director of the School Psychology program in the Department of Educational Psychology within the Neag School of Education at the University of Connecticut. Her academic journey began with a B.A. in Communication Science from the University of Connecticut in 1986, followed by an M.S. in Speech Language Pathology from Southern Connecticut State University in 1988. She then pursued advanced studies at UConn, earning an M.A. in School Psychology in 1995 and a Ph.D. in 1997, with a dissertation on self-modeling as an intervention for stuttering. Holding licenses as a psychologist and speech-language pathologist in Connecticut, as well as NCSP and CCC-SLP certifications, Bray joined UConn as Assistant Professor in 1999, advancing to full Professor. Previously, she was Assistant Professor at St. John's University from 1997 to 1999 and held positions in speech-language pathology and school consulting roles.

Bray's research specializes in mind-body health interventions, communication disorders including stuttering and selective mutism, integrated behavioral health care, and wellness issues like asthma and cancer, often employing video self-modeling and virtual reality. Since 1997, she has authored or co-authored over 225 publications, including books such as the Oxford Handbook of School Psychology (2011, co-edited with T.J. Kehle) and Promoting Mind–Body Health in Schools (2019, co-edited with C. Maykel). Studies identify her as one of the most prolific contributors to leading school psychology journals. A Fellow of the American Psychological Association (2004) and Association for Psychological Science (2005), and elected member of the Society for the Study of School Psychology (2003), she received the APA Division 16 Lightner Witmer Award in 2003—the division's highest honor for early-career scholars—and the 2023 Trainer of the Year in Scholarship. Bray serves as Associate Editor for the International Journal of School and Educational Psychology, has guest-edited numerous special issues of Psychology in the Schools, and led APA Division 16 as President and Vice-President. As co-PI, she has obtained over $2 million in federal training grants.