Layla Kurt, Ph.D., LPC

Layla Kurt, Ph.D., LPC


Licensed Professional Counselor

Area of Focus:

School Counseling, SEL Delivery, Children’s Mental Health


Ph.D., Counselor Education and Supervision, University of Toledo
M.Ed., Guidance and Counseling, Bowling State University

 Layla’s Recent Articles

Professional Background

Layla Kurt, Ph.D., PC is an Assistant Professor at the University of Dayton. She has experience working in K-12 education as a teacher, assistant principal, and school counselor. She is also a licensed professional counselor (escrow) and has worked in private practice helping families through behavioral struggles and family changes. She offers professional development to educators on topics related to Social Emotional Learning, Trauma, Cooperative Teaming for Faculty, School Climate, Self-Assessment of SEL Delivery, and other topics by request.

Her research interests are related to the correlation between student success, school-based attachments, and school climate. She has presented at the Ohio Department of Education’s Social Emotional Learning Conference (2020) and has had her research cited in the United States Court of Appeals for the Third and Ninth Circuit (Case numbers 17-3113 and 18-35708) by the Anti-Defamation League.

“Of all of my accomplishments, I am most proud of the relationships and connections I have formed with students, parents, and educators to help children broaden self-awareness, develop healthy and lasting relationships and to reach their highest potentials and academic successes.”


Kurt, L. J. & Chenault, K. H. (In press). Gifted and at risk: A comparison of gifted student growth and solutions for urban schools. Perspectives on Urban Education. 

Kurt, L.J., & Chenault, K. H. (2016). Building relationships online: Tips for counselors delivering services in a virtual setting. Association for Child and Adolescent Counseling News, 3(2), 2-4.

Kurt, L.J. (2016). Career counseling for gifted students: Understanding student needs and strategies for success. The Practitioner Scholar: Journal of Counseling and Professional Psychology. 5(1), 156-168.