Session Block 1 - Sunday, October 26 - 9:00-12:15pm

Founder, CEO, Lead Racial Equity Consultant
Tracey A. Benson Consulting

Strong transformational educational leaders understand the historical and contemporary implications of racism and how it continues to shape patterns of access to and quality of education in the United States. This session explores the substantive dynamics (cultural, historical, organizational, personal, political) of what it means to lead for racial equity in education. In this session, participants will be provided with an opportunity to improve their racial equity leadership knowledge-base and capacity through an examination of the historical and contemporary vestiges of racism that have shaped our system of education. We will consider the ways that racially conscious leadership improves school policies, leadership practices, teacher effectiveness, and student outcomes. In this session, participants will reconcile with personal assumptions and beliefs that inhibit personal growth and development, examine how, at times, innocuous complicity in inequitable systems plays a role in perpetuating inequities in schools, and explore how to apply new understandings to practice in order to improve educational excellence for all students, particularly students from historically-marginalized communities of color.

Online:
9:30 - 10:30am

More info coming soon!
Megan Cardin, MA
School Psychology Consultant
NC Department of Public Instruction

Co-presenter: Christy Walcott, PhD (East Carolina University)

In-person:
10:45 - 12:15pm

This interactive, trauma-informed workshop introduces participants to Child–Adult Relationship Enhancement (CARE), a practical, evidence-informed training model that equips adults with foundational skills to build strong, supportive relationships with children and adolescents. Designed for use in schools, homes, and community settings, CARE integrates core strategies from evidence-based parenting programs (e.g., PCIT) into a brief, accessible format.

Participants will learn and practice strategies to reduce power struggles and de-escalate challenging behaviors. Grounded in trauma-informed care principles, this training is ideal for school psychologists, educators, and other child-serving professionals seeking practical tools to improve behavior, promote emotional regulation, and support students affected by adversity.

The session includes demonstrations, real-time coaching, and hands-on skill practice, empowering attendees to immediately apply CARE strategies in their own settings.

Fill-In-The-Blank Report Writing with Text Blaze
Jessica Hernandez, PhD
Psychologist
Three Oaks Behavioral Health & Wellness

In the fast-paced environment of educational settings, school psychologists are often tasked with generating comprehensive reports that are both time-consuming and repetitive. This conference session aims to introduce and empower school psychologists with the innovative use of Text Blaze, a text expansion application that can significantly streamline the report-writing process and other essential job functions.Text Blaze offers a powerful solution by using simple keyboard shortcuts that can expand into longer text, tables, and fillable templates in documents across platforms. This session will provide a detailed overview of how school psychologists can harness this tool, saving time and effort. Participants will learn how to set up and customize snippets for frequently used phrases, observations, assessment results, recommendations, and other report components. By automating these repetitive elements, school psychologists can reduce the cognitive load associated with report writing. This session will be interactive, featuring live demonstrations and hands-on activities that guide participants through the process of creating and managing snippets. Attendees will also explore advanced features of Text Blaze, such as fillable templates that adapt to different student profiles and situations, ensuring that each report remains personalized and relevant.By the end of this session, participants will have a clear understanding of how Text Blaze can be integrated into their daily workflow to save time and improve the quality of their reports. This session is ideal for school psychologists seeking to optimize their report-writing process and embrace technology to better meet the demands of their role.Discover how a few keystrokes can transform your professional practice, providing you with more time to focus on what truly matters—supporting the educational and emotional well-being of students.

Expanding the Role of School Psychologists to Support Student's Social-Emotional Well Being

Michelle Queen, MA
School Psychologist
Cabarrus County Schools

Co-presenters: Diana Arévalo, MSEd and Sydney Reidel, MA (Cabarrus County Schools)

In the midst of surviving evaluations, report writing, and IEP meetings; let’s reach down to what gives us the inspiration to thrive as School Psychologists… the Kids!. This sessions aims to provide ideas for implementing school wide and small group practices to build social skills, coping skills and resiliency in kids. These practices seek to inspire ideas for School Psychologist to broaden their tools for supporting student’s social-emotional success(standard 5c) and to help students develop critical thinking and problem solving (Standard 4b) through providing comprehensive services relevant to all students (standard 3c) and using data to analyze student and schoolwide impact(standard 5a). Ideas presented will include implementing art as a tool for social-emotional expression and a median for communication; leading small group yoga for building self-confidence and resiliency; aligning small group kindergarten social skills with the NCELI; and building a social-emotional reset center to teach regulation and resiliency in secondary schools. These strategies can be used as part of social/emotional intervention planning and MTSS implementation.

Jim Deni, EdD
Professor Emeritus
Appalachian State University

Co-presenters: Chelsea Chapman, Mollie Bollinger, and Diane Coffey (Appalachian State University)

This session will report how teachers and caregivers feel about SEL on a number of different variables including the name SEL. In North Carolina, some PSU's cannot use the term SEL. The widespread implications of SEL has been restricted by political and ideological pushback (Zhao, 2020). In many states, educators who teach SEL core competencies cannot use the term, "Social-Emotional Learning" for fear of pushback from parents and community members who associate the term with other controversial initiatives such of Diversity, Equity, and Inclusion (DEI). For example in Florida, most schools refer to SEL as "resiliency." The session will be interactive and use a number of formats such as polling, table talk, and discussion based on our data and what they are facing in their districts relative to SEL.

Delivering Dynamic Professional Learning
André Collard
Senior Director - Office of Professional Learning
Wake County Public School System

This session will focus on connecting with adult learners through research-based and proven facilitation skills. Leaning into one of the seven Adult Learner Principles, participants will explore key conditions that ensure high engagement and an environment that is psychologically safe for all adult learners. Participants will practice presenter microskills and apply effective strategies to create lasting learning experiences, from grouping strategies, facilitator actions, to the power of paraphrasing participants.

Session Block 2 - Sunday, October 26 - 2:00 - 5:30pm  

Unlocking Resilience: How Creative Expressive Can Help Combat Childhood Trauma and COVID-19
Ivanna Cordoba Montoya
Research Collaborator
Fayetteville State University

Co-presenter: Whitney Wall, PhD (Fayetteville State University)

This study aims to investigate the relationship between Adverse Childhood Experiences (ACEs) and the severity of COVID-19 symptoms. It recognizes that chronic stress induced by ACEs can weaken the immune system, potentially exacerbating COVID-19 symptoms. The study also investigates how engaging in creative activities, such as visual arts and music, may act as a defense against the negative effects of ACEs on COVID-19 symptom severity. The study seeks to establish empirical connections between ACEs and creative expression through self-reported surveys. We hypothesize that individuals with a history of ACEs may exhibit higher COVID-19 symptom severity, but creative engagement could help mitigate these effects. The research aims to uncover the therapeutic potential of creative activities in mitigating the long-term impact of childhood adversity. Ultimately, it aims to offer insights into novel approaches for resilience and well-being in the face of health challenges.

The Boundary Blueprint: Setting and Honoring Boundaries at Work
Mary Whitehouse, PhD
Lead School Psychologist
Wake County Public School System

• What it means to have healthy boundaries and why
• How to set boundaries at work
• Communicating boundaries
• Managing the discomfort of setting boundaries

Empowering School Psychologists with CARE: Strengthening Child-Adult Relationships in Educational Settings
Natalie Murr, PhD
Clinical Assistant Professor and Psychoeducational Clinic Director
North Carolina State University 

Keynote Speaker: Monday, October 27 - 9:00 - 10:15am

Leading Today, Redefining Tomorrow
Shawna Rader Kelly, EdS, NCSP
NASP President (2025-2026)

Whether providing direct support to students, consulting with families, collaborating with colleagues, or advocating at the systems level, school psychologists provide critical leadership within school communities. In this keynote session, NASP President Shawna Rader Kelly will highlight the dual impact of our profession: meeting the needs of today’s systems, schools, and students with expertise and compassion while striving for impactful, innovative practices to build a future where every child accesses the supports they need to thrive. Shawna will describe how school psychologists can respond to challenges, find strength through connection, and lead today to ensure that others realize a better, brighter tomorrow.

Session Block 3 - Monday, October 27 - 10:30 - 12:00pm  

Supporting Children in Foster Care in an Educational Setting
Sherry Thomas, MEd
Education Consultant
Foster Family Alliance of NC

Co-presenter: Kate Peterson (Foster Family Alliance of NC)

Children in Foster Care make up a large part of our student population in NC, and particularly those with identified disabilities. This session will addressed the educational needs and legal requirements of children in foster care, especially as they transition to new foster homes or facilities. The requirements of the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA) will be discussed along with best practices for enrolling, supporting, serving, advocating for and instructing this most vulnerable and many times fragile group of children.

Grief Matters
Shanelle Fields, PhD, LPC
Owner & Practitioner
Taking the First Step Counseling & Educational Services

In this session, participants will explore the complexities of grief. After the last 3 years of having incredible loss due to COVID-19 and the increase of violence in today's society, it is even more important to allow students the chance to express authentic fears, sadness, and even joy. Grieving families deserve a safe place. For underserved communities, the feeling of loss has become normalized despite having life-altering effects. Generational trauma, mental health stigmas and stereotypes, as well as having a diminished role in media and society, all play a part in how grief is presented, acknowledged, and responded to in these communities. For many families and cultures, losing a loved one is a wound that never fully heals. From response times after 911 calls, to the lack of knowledge about cultural norms during times of mourning, grief does not always seem to matter. Practitioners must be mindful of each student's feelings about losing a loved one, the roles they play in familial relationships, and the lack of consideration and knowledge many corporations and businesses possess about the time needed to grieve. Additionally, practitioners have to be aware of how these factors influence their own desire to seek help and find a place where they feel seen, heard, and valued because their grief DOES matter!

Equity in Action: NCSPA Equity Book Discussion
Jaclyn Zins, MEd
NCSPA Equity Committee Chair

This interactive session will bring together school psychologists to engage in a reflective book discussion grounded in equity, inclusion, and culturally responsive practice. Participants will read one selected equity-focused book prior to the conference and join small-group discussions to connect the book’s themes to their own professional practice.

Book to read before the conference: 
Poverty Is NOT a Learning Disability:Equalizing Opportunities for Low SES Students
By Tish Howard, Sandy Grogan Dresser, Dennis R. Dunklee · 2015

Megan Cardin, MA
School Psychology Consultant
NC Department of Public Instruction

Co-presenters: Erin Banks (Cabarrus County Schools); Anna Nowicki (Elizabeth City Pasquotank Schools)

School psychologists are uniquely positioned to advocate to policymakers at all levels, about issues that impact students, families, and schools. Professional expertise in areas such as education systems, effective instructional practices, students with disabilities, mental/behavioral health, etc. makes us powerful advocates who can have a big impact on policy across all levels. This session will provide an overview of the levels of policy systems, effective use of data-based problem solving in identifying key issues to target, and communicating messages to effect change. Presenters will share their experiences in advocacy gained through the NASP Public Policy Institute, NCSPA Legislative Day, and district-level advocacy to help participants strengthen their own skills in advocating for change.

Session Block 4 - Monday, October 27 - 2:00 - 5:30pm  

The Gentle Catalyst: Courageous Conversations about Historically Discriminatory Assessment Practices
John Kelly, PhD
Adjunct Professor
St. John's University

Jack Naglieri, PhD
Senior Research Scientist
Devereux Center for Resilient Children

This conversation will discuss the research related to inequitable and discriminatory assessment practices. A framework for having "Courageous Conversations about Race‚" will be utilized as a model for school psychologists.

An Occupational Therapist Lens: Understanding the Intersection of Neurodiversity and Developmental Trauma in Supporting Student Participation.
Amanda Mullins, MS, OTR/L
Occupational Therapist
Wake County Public School System

Co-presenter: Lisa Mesecar, MS, OTR/L (Wake County Public School System)

School psychologists are often on the front lines of addressing behavior challenges, but many of these difficulties are rooted in regulation issues that begin in the body. This session, led by licensed occupational therapists, will provide a practical overview of how sensory processing, motor development, and physiological regulation impact student behavior and emotional responses. Participants will learn to recognize signs of sensory dysregulation, distinguish between behavioral and sensory-driven behaviors, and apply OT-informed tools to support students across school environments. Whether you're part of a student support team or conducting evaluations, this workshop will enhance your ability to interpret behavior through a neurodevelopmental lens and foster a more regulation-informed school environment.

Suicide Assessment and Intervention in Schools
Karen Monahan, PhD
Assistant Professor
Winthrop University

Suicide remains a critical public health issue. Youth and young adults ages 10-24 account for 15% of all suicides (CDC, 2025), and a recent survey of U.S. high school students found that 20% had seriously considered attempting suicide (Verlenden et al., 2024). Schools—where youth spend a significant portion of their time—are uniquely positioned to play a pivotal role in early identification and intervention of vulnerable youth. This session will provide a brief overview of recent statistics related to suicide. It will then review the administration of the Columbia Suicide Severity Rating Scale (C-SSRS) screener, as well as supplemental scales that may be used to gain a clearer picture of suicidal ideation intensity and behaviors. In addition, we will discuss the importance of combining this information with identified risk factors, warning signs, and protective factors when determining the level of concern (i.e., “risk level”). This session will conclude with a segment on safety planning and connecting students to appropriate school-based and community-based support aligned with the level of concern.

Burnout and Other Things I Didn't Major In
Mary Whitehouse, PhD
Lead Psychologist
Wake County Public School System

This session will explore the causes and consequences of educator burnout, a pressing issue in today's educational landscape. We'll begin by identifying the signs and symptoms of burnout, helping educators/ school leaders recognize them in themselves and colleagues. Next, we'll delve into the root causes of burnout, including workload, lack of resources, and external pressures. Much of the session will focus on how you, as an educator, can implement practical strategies for preventing and managing burnout. This will include self-care techniques, time management tips, and fostering a supportive school environment. We'll conclude with resources and next steps to empower educators to prioritize their well-being and build sustainable practices for a fulfilling career.

The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School
Steven Feifer, D.Ed., NCSP, ABPdN
Monocacy Neurodevelopmental Center

Exposure to trauma has been linked to a range of negative mental health outcomes including post-traumatic stress (PTSD), anxiety, depression, and learning difficulties. However, not all children exposed to trauma experience detrimental outcomes, as many children are capable of devising internal coping and resilience strategies to grow from these experiences. Therefore, this workshop will explore the neural underpinnings of stress, trauma, and anxiety in children and its subsequent impact upon learning and behavior. There will be a detailed discussion on specific brain regions impacted by trauma, as well as the relationship between anxiety and poor academic performance. Numerous and practical classroom interventions will be shared. Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth and resiliency for all children.

Building Emotional Endurance: Applying DBT Distress Tolerance Skills in School Settings
Heather Holt Hill, MA/SSP
School Psychologist
Wake County Public School System

Co-presenter: Amber Nickerson, LCSW, LISW-CP (Wake County Public School System)

This interactive workshop introduces Dialectical Behavior Therapy (DBT) distress tolerance skills as essential tools for school psychologists supporting students in emotional crisis. Participants will explore both the theoretical underpinnings and practical applications of DBT strategies, focusing on short-term coping and long-term acceptance. This session emphasizes nonjudgmental engagement and offers a hands-on opportunity to identify a current student and develop a plan for supporting their regulation needs through distress tolerance skills.

Participants will leave with a deeper understanding of when and how to teach these strategies, especially in response to behavioral escalations, emotional dysregulation, and crisis intervention. Practical tools and worksheets will be provided for ongoing use and reflection.

More info coming soon!
Shawna Rader-Kelly, EdS, NCSP
NASP President (2025-2026)

Supporting Parents of Anxious Students
Brianna Fancy, MA/SSP
School Psychologist
Wake County Public School System

This session focuses on understanding anxiety and how to support parents of anxious students. Participants will begin by learning to recognize the signs and symptoms of anxiety in students and understand its impact on their well-being. They will explore strategies for identifying anxiety and its various manifestations in a school setting. The session will cover the role parents play in the development and ongoing experience of anxiety in children. Participants will gain resources to help educate parents about anxiety and explore practical strategies to guide parents in supporting their children effectively. 

Tuesday, October 28 - 9:00 - 11:15am

In-person & Online
9:00 - 11:00am

School-based evaluations, IEP meetings, and special education services can be complex and emotional processes for families. This interactive panel brings together parents and caregivers from across North Carolina to share their firsthand experiences—both the successes and the challenges—of working with schools to support their children’s learning and development. Panelists will reflect on what helped them feel heard, what made the process more difficult, and what they wish school psychologists understood about the family perspective. Participants will leave with deeper empathy, concrete insights, and actionable ideas for fostering stronger partnerships with families in their own practice.