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Public Policy News and Updates

NASP continually advocates for policies and practices that promote access to comprehensive school psychological services, promote safe school environments, and ensure that every child has the support needed to thrive at school, at home, and throughout life.   Decisions at the local, state, and national level can have significant impact on school psychology, school psychologists, and the children and families we serve. 

Advocacy Updates

  • Mental Health ESEA Conference Letter

    National Association of School Psychologists

    Last week an action alert was sent to NASP members urging them to write their elected officials to support school-based mental health programs in ESEA. Specifically, NASP is advocating for: the authorization of the Elementary and Secondary School Counseling Program, explicit definition of school psychologist, and investments to help schools and districts identify and support children with trauma history and those at risk for mental illness.

  • Public Opinion, Research, and ESEA

    National Association of School Psychologists

    Earlier this week, Phi Delta Kappan and Gallup released their “47th Annual PDK/Gallup poll of the Public’s Attitudes Toward the Public Schools”. The results of this poll are particularly timely given that Congress will pick up talks about ESEA reauthorization when they return to Washington, DC after Labor Day. Far too often when it comes to education policy, there has been a disconnect between what the research, parents, teachers, and policy makers say are the most important indicators of school quality and politically charged “sure-fire” ways to improve our nation’s public schools. Recent history is rife with too many instances where politics resulted in policy that is out of step with research and practice and, in some cases, also public opinion. For example, the focus on standardized tests as a sole indicator of school quality and student achievement, the use of value-added methods in teacher evaluation, and increasing physical security measures became widespread education policy with little to no evidence that these were effective ways to improve our schools. Results of the PDK poll further highlights this disconnect, particularly between what the American public values in public schools compared to what the media and policy makers highlight.

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Rigorous Curriculum, High Expectations and Accountability for All Students

NASP believes that all children should have access to rigorous curriculum prepares them to be successful at school, at home, and throughout life; and receive instruction, assessment, and interventions that are responsive to their individual backgrounds, circumstances, culture and language.

  • Assessment and Accountability Systems

    National Association of School Psychologists

    Most educators agree that the assessment and accountabiilty system mandated by No Child Left Behind has significnt flaws. It is overly punitive, inflexible, and relies too heavily on standardized test scores as an indicator of school and student success.  However, educators can't agree on a solution.

Safe and Supportive School Environments

Every child has the right to attend a safe and supportive school that is free of bullying, harassment, and discrimination. When students do not feel safe, they do not learn.

  • Bullying, Harassment and Discrimination

    National Association of School Psychologists

    NASP is committed to ensuring all students can attend a school that is free from bullying, harrassment, and discrimination.    Recent data indicates that 20% of students had experienced some form of bullying in the past year.  The situation is much worse for lesbian, gay, bisexual, or transgender youth.  85% of LGBT youth report being verbally harassed, 40% reported being physically harassed, and 19% reported being physically assaulted at school because of their sexual orientation (Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Further, students with disabilities are significantly more likely to be victims of bullying when compared to their nondisabled peers. No student should feel they have to skip school to avoid being bullied or harassed.

Access to Comprehensive School Psychological Services

NASP is dedicated to advancing policy and practice that ensures every child has access to the comprehensive academic, behavioral, social-emotional, and mental health services they need to be successful in school, at home, and throughout life.

  • The Comprehensive Role of the School Psychologist

    National Association of School Psychologists

    Comprehensive learning supports that address the needs of the whole child must be an integral component in any education reform effort and NASP remains committed to advocating for thes supports, and the involvement of school psychologists in providing these supports.  School psychologists are critical players in efforts to ensure that all students have access to the necessary academic, behavioral, social-emotional, and mental health supports they need to be successful.   

National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814

Phone: (301) 657-0270 | Toll Free: (866) 331-NASP | Fax: (301) 657-0275

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