Goal 1 Objectives:

• Eliminate barriers to meaningful participation in NASP and promote a culture of inclusion
• Monitor and evaluate NASP policies and leadership experiences from an equity perspective
• Build capacity for equity-focused and socially just leadership practices

Sample Recommendations:

• Survey current and past NASP leaders from minoritized groups to learn more about their experiences and recommendations for NASP
• Institutionalize use of equity guiding questions to consider equity implications when developing new policies
• Ensure that multiple and diverse voices are represented in the development of NASP position papers and resolutions

Goal 2 Objectives:

• Increase awareness of and knowledge about school psychology as a desirable career choice
• Engage in graduate program recruitment and retention activities that target members of
• underrepresented and minoritized groups
• Provide supports for school psychologists who are members of minoritized groups, to help retain them as members of the profession

Sample Recommendations:

• Develop resources for undergraduate psychology faculty (especially those at MSIs) about school psychology as a potential career path for their students
• Develop technical assistance brief on strategies to promote welcome and supportive cultures in graduate education programs
• Conduct training and/or offer resources to state associations to assist them in planning and implementing diversity and inclusion initiatives to increase retention of school psychologists who are members of minoritized groups.

Goal 3 Objectives:

• Increase the value of NASP membership to minoritized school psychologists
• Increase access to leadership opportunities for minoritized NASP members
• Promote a sense of belonging for minoritized NASP members

Sample Recommendations:

• Engage in outreach to the ethnic minority psychological associations to discuss areas of collaboration and mutual interest and networking opportunities across associations
• Include link on the NASP website with information on how to get involved in NASP leadership and a list of all committee want ads
• Provide training and support to committee chairs/co-chairs on promoting pathways to leadership for minoritized members

Goal 4 Objectives:

• Build capacity of graduate programs to prepare graduate students to engage in culturally responsive and socially just practices
• Provide professional development opportunities to enhance school psychologists’ ability to engage in culturally responsive and socially just practices

Sample Recommendations:

• Develop resource library for graduate programs and field experience programs (i.e., practica, internship) on social justice, equity, and inclusion practices for school psychology
• Publish a white paper on best practices on assessment and intervention with students who are English learners

Goal 5 Objectives:

• Promote the production of methodologically sound EDI research in school psychology
• Increase access to methodologically-sound EDI research to close the research-to-practice gap

Sample Recommendations:

• Spotlight EDI/bias research in NASP publications and communications.
• Advocate for EDI research with foundations and governmental agencies whose mission aligns with NASP’s
• Make research accessible on the website that is universally designed (e.g., more visuals, more digestible), considers the stakeholders (e.g., practitioners, students, families) and applicable.

Goal 6 Objectives:

• Develop school psychologists' capacity to engage in social justice advocacy
• Increase organizational advocacy on equity issues
• Incorporate social justice in school psychology practices and school policies

Sample Recommendations:

• Offer professional development (e.g., webinars, field-based sessions at convention) on system-level advocacy and using data to promote equitable policies and practices.
• Incorporate tenets of social justice, community psychology, and professional activism into NASP advocacy trainings (e.g., Public Policy Institute) and resources.
• Create a repository of evidence-based, culturally responsive interventions that have been shown to be effective with minoritized and marginalized children and their families, including resources related to culturally responsive multi-tiered systems of supports and social-emotional learning, and restorative practices