Amia Nash Chambers

Lecturer

Amia Nash Chambers has partnered in community-engaged research focused on youth health equity over the past decade. She received her Doctor of Public Health with a specialty area in Maternal, Child, and Adolescent Health from UC Berkeley, School of Public Health; MS in Community Health and Prevention Research from Stanford University School of Medicine; and BS in Public Health from Santa Clara University. Amia’s doctoral and postdoc research at UC Berkeley’s Innovations 4 Youth research hub focused on 1) statewide social and emotional learning initiatives and 2) youth participatory action research to promote youth well-being, which brings youth voice to the design, development, and implementation of health programs and practices that affect young people. In 2024, Amia was awarded a Community Hero Award by the County of Santa Clara Behavioral Health Department for her policy and advocacy work focused on adolescent mental health. Additionally, she advances diversity, equity, and inclusion in academia and research through her experience mentoring undergraduate and graduate students from underrepresented backgrounds in higher education, as well as pursuing an anti-racist approach to community-engaged research and teaching.

Fun fact: Amia is an SCU alum and former captain of the cross country and track team!

Education

BS - Public Health, Santa Clara University (2015)
MS - Community Health and Prevention Research, Stanford University School of Medicine (2017)
DrPH - Maternal, Child, and Adolescent Health, UC Berkeley School of Public Health (2023)
Postdoc - UC Berkeley School of Public Health

Courses

PHSC 1 Introduction to Public Health
PHSC 3 Community Health
PHSC 155 Health Advocacy & Policy
PHSC 175 Research Methods in Public Health (Qualitative Methods)

Publications

Abraczinskas, M., Kennedy, H., Chambers, A.N., Vines, E., & Ozer, E.J. (2026). Using a systematic review of youth and environmental youth participatory action research outcomes to create a modified implementation capacity framework. American Journal of Community Psychology, 1-25. https://doi.org/10.1002/ajcp.70095
Morris, K. S., Nash, A., Michel, E. M., Shinagawa, M., & Shapiro, V. B. (2026). “Balancing the experiential and the theoretical”: lessons for sustainable university professional development led by expert practitioners for in-service learners. The New Educator, 1–28. https://doi.org/10.1080/1547688X.2026.2696585
Nash, A., Kennedy, H., Abraczinskas, M., Ballonoff Suleiman, A., & Ozer, E.J. (2024) Examining the intersection of sociopolitical development and transformative social and emotional learning outcomes: An integrated approach in youth participatory action research. Youth, 4, 679–699. doi: 10.3390/youth4020046
Ozer, E.J., Abraczinskas, M., Ballonoff Suleiman, A., Kennedy, H., & Nash, A.(2024). Youth-led participatory action research and developmental science: Intersections and innovations. Annual Review of Developmental Psychology.
Duane, A., Morris, K.S., Nash, A., Jones, T., & Shapiro, V.B. (2024). Hear, act, connect, support: Youth recommendations for educators who administer school climate surveys. Psychology in the Schools.
Gomez, V., Nash, A., Chambers, B., & Minkler, M. (2023). Teaching community engagement through an antiracism lens: Lessons learned from a pilot micro course for graduate students in public health and health care. Pedagogy in Health Promotion, 10(1), 36-47. doi: 10.1177/23733799231211536