Position Statements
Position statements represent the official policy of NASP and are approved by the NASP Leadership Assembly. Position statements are reviewed and revised every 7 years. To recommend a change or to suggest that a new position or resolution be established, contact us.
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Bullying Prevention and Intervention Among School-Age Youth
NASP believes that school psychologists are ethically obligated to ensure that all students have an equal opportunity to learn and develop in an environment free from discrimination, harassment, aggression, violence, and abuse. … more
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Child Rights
NASP reaffirms its commitment to the Rights of the Child (CRC) and reiterates the responsibility of school psychologists for advancing child rights. … more
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Corporal Punishment
NASP opposes the use of corporal punishment in schools and resolves to educate the public about its effects and provide alternatives to its use. … more
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Early Childhood Services: Promoting Positive Outcomes for Young Children
NASP advocates for services that are coordinated, prevention-oriented, developmentally appropriate, and grounded in evidence-based practice. … more
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Effective Parenting: Positive Support for Families
NASP recognizes that all families should receive support for appropriate and effective parenting and discipline of their children. … more
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Effective Service Delivery for Indigenous Children & Youth
NASP recognizes the “Indigenous Conceptual Framework Guiding School Psychology Practice with Indigenous Youth, Families, and Communities” as a foundational guide in providing equal access. … more
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Ensuring High Quality, Comprehensive and Integrated Student Supports
The National Association of School Psychologists (NASP) supports policies and practices that enhance the education and development of all students through the organized delivery of comprehensive and integrated specialized instructional support services and the important role of school psychologists in delivering them. … more
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Grade Retention & Social Promotion
NASP urges educators to use methods other than grade retention and social promotion to ensure that all students have access to effective and equitable education. … more
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Identification of Students With Specific Learning Disabilities
NASP believes that identification of and service delivery to children with a specific learning disability (SLD) should be based on terms of multitiered, high quality, and research-based instruction. … more
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Integrated Model of Academic and Behavior Supports
The National Association of School Psychologists (NASP) is committed to ensuring that all children receive an appropriate public education, regardless of race, culture and background, language, sexual orientation, gender identity and expression, socioeconomic status, or educational need. … more
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Mental and Behavioral Health Services for Children and Adolescents
NASP advocates for the provision of coordinated, comprehensive, culturally competent, and effective mental health services in the school setting. … more
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Necessary Use of the Title “School Psychologist”
This position paper summarizes standards as it applies to the necessary use of the title “school psychologist” and summarizes the critical need for continued use of this title. … more
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Prejudice, Discrimination, and Racism
NASP is committed to advocating for the rights of all students to be educated in safe schools and communities free from prejudice and discrimination. … more
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Prevention and Wellness Promotion
NASP is committed to school-based behavioral and mental health prevention and early intervention services that promote psychological wellness for children. … more
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Racial & Ethnic Disproportionality in Education
NASP endorses the implementation of inclusive schools in which specific groups of children are not disproportionately represented in restrictive educational settings. … more
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Recruitment and Retention of Culturally and Linguistically Diverse School Psychologists in Graduate Education Programs
The National Association of School Psychologists (NASP) promotes the delivery of effective educational and mental and behavioral health services to all youth. … more
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Safe and Supportive Schools for Lesbian, Gay, Bisexual, Transgender, Questioning (LGBTQ+) Youth
NASP believes school psychologists are ethically obligated to ensure all youth with diverse sexual orientations, gender identities, and/or gender expressions, are able to develop and express their personal identities in a school climate that is safe, accepting, and respectful of all persons and free from discrimination, harassment, violence, and abuse. … more
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Safe Schools for Transgender & Gender-Diverse Students
NASP supports efforts to ensure that schools are safe and inclusive learning environments for all students, family members, and school staff and respect a person’s right to express his or her gender identity. … more
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School Psychologists' Involvement in Assessment
The National Association of School Psychologists (NASP) asserts that school psychologists are uniquely suited to promote best practices in assessment and evaluation and to determine, in collaboration with others, when assessment is warranted. … more
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School Violence Prevention
NASP maintains that schools must implement purposeful, coordinated strategies that increase levels of safety and security that simultaneously promote student wellness and resilience. … more
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School/Family Partnering to Enhance Learning: Essential Elements & Responsibilities
NASP supports partnering between families and educators to enhance the academic, behavioral, and social competence of all students across the span of schooling. … more
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Serving Students Who Are Deaf or Hard of Hearing
NASP supports having only qualified personnel conduct assessments of students who are deaf or hard of hearing to ensure access to effective instruction. … more
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Students Who Are Displaced Persons, Refugees, or Asylum-Seekers
NASP affirms that schools are essential to the provision of supportive services to children who are displaced persons, refugees, or asylum-seekers. The most recent data show that the world is experiencing the highest rates of displaced persons ever seen, with an estimated 68.5 million people having left their homes. … more
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Students With Attention Deficit Hyperactivity Disorder
NASP recognizes that ADHD are neurobiological in nature, have the potential to affect a child’s educational performance and social-emotional development, and may be due to a variety of factors such as academic difficulty, anxiety, depression, or environmental factors. … more
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Supervision in School Psychology
NASP strongly promotes the professional supervision of school psychologists by school psychologists at all levels of practice as a means of ensuring effective practices. … more
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Supporting Students Living With, Affected by, or at Risk for HIV
NASP is committed to ensuring that all schools are equipped to meet the unique needs of students living with human immunodeficiency (HIV) and to contribute to broader HIV prevention efforts. … more
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The Provision of School Psychological Services to Bilingual Students
Given the increasing diversity of the nation’s public schools, NASP recognizes the critical importance of establishing best practices in the provision of school psychology services when working with English language learners. … more
Course Integration
This document provides a list of all current position statements and school psychology graduate courses that align well to the content discussed in each position statement.
White Papers
White papers provide more detailed information on related research and best practices to supplement position statements and resolutions.
School Psychologists: Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services
School psychologists are uniquely positioned in schools to facilitate the development, delivery, and monitoring of prompt, effective, and culturally responsive mental and behavioral health services of prevention and intervention
Grade Retention & Social Promotion
For children experiencing academic, emotional, or behavioral difficulties, neither repeating the same instruction nor promoting the student to the next grade is an effective remedy.