NASP 2026 Featured Articles
Massachusetts school psychologists continue to contribute to the field through research, innovation, and applied practice. At the 2026 National Association of School Psychologists Annual Convention, MSPA members shared work that reflects the strength and impact of our community.
Through MSPA grant funding, several presenters were supported in sharing their work at the national level. These investments are part of MSPA’s commitment to elevating the voice of Massachusetts practitioners and advancing the field of school psychology.
This page highlights articles from grant-supported presenters whose work advances school mental health, assessment, and systems level practice. Each piece offers practical insights that can inform and strengthen work in schools across the Commonwealth.
MSPA encourages members to consider applying for future funding opportunities to support presenting and disseminating their work.
Using Neuroscience to Support Executive Functioning in the Classroom By E. Grose
Executive functioning skills are foundational to learning, behavior, and emotional regulation. This article explores how core processes such as inhibition, working memory, and cognitive flexibility develop over time and shape students’ ability to engage in goal directed behavior.
Drawing on neuroscience and developmental research, the article highlights the importance of explicitly teaching and scaffolding executive functioning skills in school settings. It provides a framework for understanding how these skills emerge across childhood and adolescence and offers practical implications for supporting student learning and independence.
When the Tool Doesn’t Fit: Rethinking Behavioral Screening for Indian Schools By Kaveri Sehgal
This article examines the challenges of applying standardized behavioral screening tools across diverse cultural contexts. Drawing on research conducted with elementary educators in India, the study highlights how commonly used tools may not align with cultural norms, expectations, or classroom realities.
The findings emphasize that effective assessment requires more than translation. Meaningful implementation depends on cultural adaptation, collaboration with local educators, and attention to how behaviors are understood within specific contexts. This work contributes to broader conversations about equity and validity in global school psychology practice.