NASP is pleased to present these virtual posters presentations. These posters have been selected for their quality and offer a new way to engage with the latest exciting School Psychological research.
Current Group: December 2023
Students’ Academic, Social, Emotional, and Behavioral Functioning During COVID-19
This study examined (a) change over time in student academic and SEB functioning during COVID-19, and (b) sociodemographic characteristics (gender, race/ethnicity, ELL status) as moderators of change over time in student academic and SEB functioning. Data were collected from 3,517 students enrolled in third through fifth grade in a suburban school district. Study findings suggest increased academic and/or SEB risk for sociodemographic subgroups during COVID-19. Findings underscore the importance of disaggregating data on student academic and SEB risk to guide efficacious and equitable school-based support.
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New Teachers' Risk and Resilience Factors During COVID-19
Using the Job Demands-Resources model (Bakker & Demerouti, 2007), this qualitative study examined new teachers’ risk and resilience factors toward well-being and well-being indicators during the COVID-19 pandemic. We conducted semi-structured interviews with first-year K-12 teachers. The thematic analysis highlighted factors which positively and negatively influence new teachers’ well-being. Factors essential to supporting new teachers and further reducing their high attrition rates, particularly during the COVID-19 pandemic, were identified.
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Developing More Equitable Disciplinary Practices
The Racial Discipline Gap is associated with the implicit biases of school professionals. The manifestation of these biases in the school setting contribute to disproportionate disciplinary practices in schools. School psychologists can serve as change agents in schools by consulting with school professionals to identify and address the effects of their implicit biases in practice.
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Understanding Teaching Experiences During COVID-19: It Matters How You Ask
Given the impact of teacher well-being on student achievement, it is imperative that educational support staff understand the exhaustive effect of COVID-19 on the livelihood of educators. In April 2020, teachers (N = 81) completed two direct questions and an expressive writing prompt about their most salient concerns during COVID-19 . Multiple comparisons between responses demonstrated a significant difference in response motif based on question structure. Direct questions elicited greater personal concerns, while expressive writing elicited greater instruction-related concerns. Further investigation of response content could offer additional insight into how survey methodology influences what information we acquire about such a complex event.
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Exposed: Exploring Ethnic–Racial Minoritized High School Students Cyberhate Experience
Approximately 64% of adolescents reported experiencing cyberhate on social media platforms (Common Sense, 2018). Ethnic-racial minoritized adolescents who experience cyberhate (online racial discrimination) face increased risk of maladaptive psychosocial adjustment. This study examined high school students’ cyberhate experiences in relation to their ethnic-racial identity perceptions, school connectedness, and life satisfaction.
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Supporting Teen Mothers In School Completion and Academic Engagement
The goal of this literature review was to gather and synthesize practices for supporting teenage mothers in accessing education and high school completion. Historically, school supports for adolescent moms have included voluntary placement in alternative schools, modified expectations, and case management. Schools can begin helping teen moms by providing social and emotional support through teachers, case managers, peer groups, and by creating a culture free of stigma and shame. Making connections with community partners who can offer resources to pregnant or parenting girls is another way schools can aid this population of students.
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