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: October 2026
The Unspoken Influences That Shape ELL Belonging
This study examined differences in belonging-related indicators between English Language Learner (ELL) and non-ELL students within a rural school district. Using student self-report mySAEBRS screening data, this study compared social, academic, emotional, and behavioral risk factors. Results indicated that ELL students demonstrated lower mean scores across domains and were more frequently represented in elevated behavioral risk categories. Findings suggest that multilingual learners in rural schools experience challenges related to inclusion and school connectedness, highlighting the importance of culturally responsive practices and advocacy. These results underscore the role of school psychologists, educators, and administrators in advocating for inclusive practices that strengthen connectedness and reduce barriers for multilingual learners.
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Teachers' Perspectives on International Baccalaureate: Strengths, Challenges, and Student Support
This poster explores International Baccalaureate (IB) Diploma Programme teachers' perspectives on program strengths, barriers, and student support needs through focus groups with ten teachers. Thematic analysis revealed that while IB fosters critical thinking and college readiness, students face mental health strain, social competition, and rigid course structures. Teachers identified help-seeking, time management, and reflective practices as key coping strategies among successful students. These findings will inform a brief, evidence-based intervention targeting student resilience and well-being. Results offer practical guidance for school psychologists, IB coordinators, administrators, and teachers seeking to balance academic rigor with student mental health in accelerated curricula.
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Gender Differences in Cyberhate Exposure and Coping Among Adolescents
Cyberhate involves intentional, aggressive online acts that ridicule or promote hatred toward individuals or groups based on one or more social identities (e.g., race/ethnicity or religion; Blaya et al., 2022). Although cyberhate has emerged as a growing concern among youth, with research linking both witnessing (i.e., being exposed to) and experiencing (i.e., being directly targeted by) cyberhate to adverse psychological outcomes among adolescents (Blaya, 2021; Blaya & Audrin, 2018; Wachs et al., 2022), relatively little is known about how frequently adolescents encounter cyberhate or how they cope with it. Thus, this study examined the prevalence of experiencing and witnessing cyberhate, adolescents’ commonly used coping strategies, and sex differences in cyberhate exposure and coping. Data were collected from 369 adolescents ages 13–18 (52% female; 68% White). Findings indicated that approximately 11.7%–17.1% of adolescents reported experiencing identity-based cyberhate, whereas more than 60% reported witnessing cyberhate targeting race/ethnicity, gender identity, or sexual orientation. No significant sex differences were found in either experiencing or witnessing cyberhate. However, females reported greater use of helplessness/self-blame, close support, and technical coping, whereas males reported greater use of retaliation. These findings underscore the need for school-based interventions that strengthen adaptive coping strategies and address gender-specific patterns of maladaptive responses to cyberhate.
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Supporting Foundational Prosocial Skills Using the Preschool Life Skills (PLS) Curriculum
Behavior management remains a significant challenge in today’s classrooms, highlighting the need for proactive approaches that promote prosocial behavior and reduce undesired behaviors. The Preschool Life Skills (PLS) Curriculum, developed by Dr. Hanley and colleagues, systematically teaches foundational classroom skills before students are expected to demonstrate them independently. This poster presents an implementation of the PLS Curriculum in an inclusive preschool program serving half students with IEPs and half without. Results demonstrate increased skill behavior for all learners and implications for inclusive early childhood settings are discussed.
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Referral Reimagined: A Decision-Making Framework for Racial Equity
Racial disproportionality in special education referrals is a pervasive equity issue across schools in the United States. Despite efforts to reduce racial disparities in special education, many schools lack concrete tools to guide equitable, data-driven referral decisions. This poster uses findings from a systematic literature review to outline four guiding areas for consideration by referral teams. Learn guiding prompts and reflective questions to guide referral teams to interrupt bias, support consistent evaluation practices, and contribute to a culturally responsive school climate.
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Being Desi at School: South Asian American Expriences of Radicalization within K-12 Schools
This study explores the racialized K-12 school experiences of South Asian American (SAA) youth through their own subjective perspectives, filling a gap in the sparse literature on this demographic. In-depth phenomenological interviews with participant SAA youth reveal themes of various forms of racialization and othering, bicultural pressures, and their impact on identity, belonging, and educational. Themes drawn from lived experiences also highlighted recommendations for educators, school mental health providers, and school systems to create antiracist, inclusive, and supportive school climates for SAA students.
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Bridging Gaps and Promoting Inclusion for International School Psychology Students
International students bring unique cultural perspectives, lived experiences, and global competence that enrich school psychology, yet their experiences and needs within graduate training are often overlooked. This poster serves to amplify the voices of international school psychology students by highlighting the unique challenges they may navigate while also recognizing their strengths and contributions to the field. It offers tangible strategies for students, faculty, and training programs to foster well-being, connection, and belonging. By creating more inclusive and culturally responsive training environments, we can empower international students to lead today and redefine tomorrow as future school psychology practitioners.
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Culturally Responsive Positive Action: Enhancing SEL in Urban Elementary Schools
This study investigated the preliminary impact of culturally adapting the Positive Action social-emotional learning (SEL) curriculum for fifth-grade students in a large urban elementary school. Utilizing 30 weekly small-group sessions, adaptations included culturally relevant visual representations, localized environmental contexts, and creative expression through music and custom affirmation designs. Results demonstrated statistically significant improvements in student emotion regulation (p = .042) with a large effect size (d = -0.71). Findings highlight that culturally responsive adaptations of evidence-based SEL curricula are essential for promoting equitable outcomes and fostering supportive learning environments for diverse student populations.
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