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: July 2026
Autistic Voices on Education – A Reddit Analysis
Autistic youth experience diverse educational experiences across inclusive and separate educational settings, yet much of the existing literature relies on interviews and surveys that may underrepresent minimally verbal individuals and introduce response bias. This study examined how autistic individuals discuss educational experiences on Reddit, including commonly discussed topics, overall sentiment, and differences between discussions focused on special education and general education contexts. Posts from autism-related Reddit communities were analyzed using topic modeling and sentiment analysis. Frequently discussed themes included bullying, inclusion, sensory sensitivities, masking, accommodations, diagnostic experiences, academic difficulties, and peer relationships. Overall sentiment was generally neutral to negative, with bullying-related discussions reflecting the most negative emotional tone. No statistically significant differences in sentiment were observed between discussions focused on special education versus general education experiences. Findings highlight the heterogeneity of autistic students’ educational experiences and suggest that placement alone may not mitigate negative school experiences. Implications for school psychologists include the importance of individualized supports, attention to bullying and sensory needs, and consideration of broader school climate factors.
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Youth Self-Report Emotion Regulation Measures: Youth with Neurodevelopmental Disabilities
Youth with neurodevelopmental disabilities, including autism and intellectual disabilities, may be excluded from self-report opportunities within assessment due to reporting limitations or measure limitations. In the assessment of emotion regulation using self-report methods, this poster outlines tools in recent research that have produced at least acceptable reliability with youth aged 0-18 with neurodevelopmental disabilities. Five studies found reporting utilization of a formal emotion regulation scale with youth with ID, and nine studies found this for youth with ASD. This poster also includes recommendations for adapting measures to increase access for individuals with neurodevelopmental disabilities, and emphasizes future research addressing this.
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Forty Years of Trends in School Psychology Research (1979–2019)
This exploratory content analysis examined trends in school psychology research from 1979–2019 across major journals, with attention to both research topics and methodologies. Findings showed shifts in emphasis over time, including increased focus on assessment, intervention, diversity, and evidence-based practices, alongside growth in quantitative and mixed-methods research. Results highlight how the field has evolved to address changing educational and mental health needs while identifying areas where additional methodological diversity may be beneficial. These findings may be particularly useful for school psychologists, researchers, faculty, and graduate students interested in the historical development and future direction of school psychology research.
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Teachers' Perceptions of Common Grief Behaviors in Students: A Vignette-Based Experiment
Childhood bereavement affects approximately one in 12 children in the United States (Burns et al., 2020). Following the death of a loved one, children may express their grief in a variety of ways which may be disruptive or challenging in school (Linder et al., 2022). At school, teachers serve as important supportive adults (Greiner et al., 2022), though teachers report feeling unprepared to support bereaved students (Case et al., 2020). This research aimed to assess how teachers perceive common grief behaviors expressed among students. An experiment was developed to replicate work by Eisma (2018) and Eisma et al. (2019) using an online survey with vignettes describing students engaging in behavioral manifestations of grief followed by three measures assessing stigma. Participants included 68 teachers assigned to an experimental condition that either did or did not provide context of the student’s grief. According to results, teachers who were unaware of the student’s grief rated the student as significantly less emotionally stable, more in need of help, and more dangerous. They also reported significantly higher levels of anger, stronger prosocial emotion, and a greater desire for social distance from the student based on their behavior. Findings suggest that grief-related behaviors may be misattributed or stigmatized when the context of loss is unknown. These results can inform future research in the areas of stigma and grief, and they may also help school psychologists support teachers through training and professional development aimed to help recognize signs of grief, support grieving students, and ultimately reduce grief stigma in school settings.
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A Systematic Review of Mental Health Practice Under DEI Restrictions in U.S. PK-12 Schools (2015–2025)
This systematic review found that DEI-related restrictions in U.S. PK–12 schools function as ongoing practice conditions rather than isolated policy events. Across the literature, school mental health practitioners adapted equity-centered work through language reframing, quiet advocacy, and risk-aware decision-making, while experiencing ethical strain and uncertainty. Findings suggest that equity-centered implementation models must account for restrictive policy contexts as structural barriers shaping practice. School psychologists, school counselors, administrators, teacher leaders, and graduate training programs can use these findings to support ethical, student-centered practice under politically restrictive conditions.
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Measuring What Matters: Reviewing Suicide Assessments for Adolescents
Suicidal Thoughts and Behaviors (STB) are important factors of mental health requiring monitoring, especially in schools. STBs can manifest in various ways, and accurately assessing the intensity and impact of these thoughts and behaviors is imperative for school psychologists. Without a foundational understanding of STB assessments, it is difficult to know what best practice is to inform recommendations to practitioners. This may lead to more students’ STBs going undetected, leading to a higher risk for suicide. This poster describes a systematic review of psychometrics used to measure the STB construct in the Columbia-Suicide Severity Rating Scale (C-SSRS) and the Suicidal Ideation Questionnaire (SIQ). Additionally, these assessments are reviewed with a justice-centered, anti-racist, consequential validity evidence framework (JAV framework). This poster can guide graduate students’ training in the use of these tools, leading to more intervention and monitoring.
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Comparing Early and Late Career Teacher's Views of Exclusionary Discipline
This study examines how teachers’ years of experience influence perceptions of exclusionary discipline practices, such as suspension and expulsion. Exclusionary discipline is associated with negative academic and social outcomes and disproportionately impacts students of color, students with disabilities, and students from low socioeconomic backgrounds. Using a concurrent mixed methods design, K-12 teachers in Ohio were grouped by career stage (early, middle, and later career). Quantitative survey data were analyzed using ANOVA, and qualitative responses were thematically coded. The study explores differences in perceptions across career stages and aims to inform targeted professional development and equitable discipline practices.
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Procedural Safeguards: Language Access and Japanese Readability
This study found that state education websites vary greatly in providing translated special education documents, with Japanese translations available in only 11 states. Because of these gaps, school psychologists, administrators, and educators must look beyond literal translations to support diverse families. School districts should provide clear, plain-language summaries and visual guides to help families understand their legal rights. Ultimately, these results show that schools need to actively expand language access to ensure all parents can participate in the special education process.
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Exploring Educational Protective Factors for Adolescents Vulnerable to Gang Membership
This poster presents a systematic literature review of evidence-based prevention and intervention strategies geared targeting at-risk youth for gang involvement, grounded in well-established protective factors. Motives for gang-membership persist where needs are not met - as outlined in Maslow's Hierarchy of Needs. Four different programs suitable for school-based implementation were identified to support students and families where such gaps in needs may persist. This review provides 1) and understanding of motives and implications for gang-membership in youth and 2) programming that support in addressing these gaps and/or addressing implications from gang-membership (i.e., polytraumatization).
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