UMass Boston

Ph.D., Michigan State University

M.A., Michigan State University

B.S., University at Buffalo

Select Peer-Reviewed Publications

*indicates student co-author

Bender, S. L., *Sreekala, R., *Romero, E. D., *Fung, H., Paskiewicz, T., Poynton, T., & Fallon, L. (in press). Project Beacon: Recruitment and retention of diverse students in school mental health graduate programs. Journal of School Psychology.

Ballard, S. C., *Meleady, B., *Vega, J., *De La Garza, K., & Bender, S. L. (accepted).“So meaningful and so rewarding”: Challenges and opportunities working in alternative education. Preventing School Failure: Alternative Education for Children and Youth.

Ballard, S. C., *Meleady, B., *Vega, J., *De La Garza, K., & Bender, S. L. (2026). Not your typical school: Perspectives of school psychologists working in alternative education. Contemporary School Psychology.

Schaffer, G. E., Ballard, S. C., & Bender, S. L. (2026) “I quit!”: What factors are associated with school psychologists leaving the profession? Journal of Applied School Psychology, 42(2), 139-166.

Bender, S. L., Hendricker, E., & Ouye, J. (2025). Families’ engagement and perception of social- emotional/behavioral services in schools. Contemporary School Psychology, 29, 783-798.

*Sreekala, R., Bender, S. L., & *Day, L. (2025). Social and emotional interventions for refugee students: A systematic review. School Mental Health, 17, 753-769.

*Ballard, S., Bender, S. L., Daniels, B., & Fernandes, C. (2024). School psychologists in alternative vs. mainstream education settings. School Psychology Review, 1-12.

Hendricker, E., Bender, S. L., Ouye, J., & *Kenney, E. (2023). School-based family intervention services: Current school psychologists’ practices. Contemporary School Psychology, 28, 584-606.

Hendricker, E., Bender, S. L., & Ouye, J. (2023). Engaging and collaborating with families across multitiered systems of support: Current school psychologists’ practices. Psychology in the Schools, 60(8), 2863-2900.

Bender, S. L., *Lawson, T., & *Molina Palacios, A. (2022). Mindfulness measures for children and adolescents: A systematic review. Contemporary School Psychology, 27, 104-117.

*Molina Palacios, A., Bender, S. L., & *Berry, D. (2022). Characteristics of mindfulness-based interventions in schools: A systematic review. Contemporary School Psychology, 27, 182-197.

*Morizio, L. J., Cook, A., Collier-Meek, M., *Famolare, G., Fallon, L., & Bender, S. L. (2022). Creating Compassion: Creatively-focused explicit behavioral instruction for empathy development. School Psychology Review, 53(3), 294-309.

Daniels, B., Bender, S. L., *Ballard, S., *Iun, A., & *Fowler, D. (2021). Universal social- emotional, and behavioral screeners for preschool students: A systematic review. Perspectives on Early Childhood Psychology and Education, 6(2), 217-243.

*Ballard, S. C., & Bender, S. L. (2021). A systematic review of social, emotional, and behavioral outcomes for students in alternative education. Preventing School Failure: Alternative Education for Children and Youth, 66(2), 136-149.

Daniels, B., Bender, S. L., Briesch, A., *Susilo, A., & Fallon, L. (2021). Expanding daily report card intervention to the preschool setting: Evaluation of effectiveness and acceptability for teachers and parents. Contemporary School Psychology, 27, 303-316.

Hendricker, E., Bender, S. L., & Ouye, J. (2021). The shortage of school psychologists and its impact on family-based programming. Contemporary School Psychology, 26, 55-77.

Hendricker, E., Bender, S. L., & Ouye, J. (2020). Engaging families in school-based assessment practices: Current school psychology practices. Research and Practice in the Schools, 8(1), 1-27.

Bender, S. L., Fallon, L., Pearrow, M., Cook, A., Paskiewicz, T., Daniels, B., & Collier-Meek, M. A. (2020). Building a school psychology program committed to social justice: Structure and outcomes at University of Massachusetts Boston. Trainers’ Forum, Special Issue: Training School Psychologists as Social Justice Change Agents: Current Practices and Future Directions, 37(2), 54-72.

Bender, S. L., & Fefer, S. A. (2018). Implementing family education programs in preschool settings. Perspectives on Early Childhood Psychology and Education, 3(2), 35-58.

Bender, S. L., & Fettig, A. (2018). Introduction to the special focus: Family collaboration in early childhood special education. Perspectives on Early Childhood Psychology and Education, 3(2), 1-4.

Bender, S. L., Roth, R. *Zielenski, A., *Longo, Z., & *Chermak, A. (2018). Prevalence of mindfulness literature in school psychology journals from 2006-2016. Psychology in the Schools, 55(6), 680-692.

Hendricker, E., Bender, S. L., & Ouye, J. (2018). Family involvement in school-based behavioral screening: A review of six school psychology journals from 2004-2014. Contemporary School Psychology, 22(3), 344-354.

Bender, S. L., Carlson, J.S., Van Egeren, L. A., Brophy-Herb, H., & Kirk, R. (2017). Investigating parenting stress as a mediator between mental health consultation and children’s behavior. Journal of Educational and Developmental Psychology, 7(1), 72-85.

Select Book Chapters

Bender, S. L., Hendricker, E., & Ouye, J. [invited chapter, under review]. Centering family voice and engagement in MTSS. In G. Schaffer (Ed.), Adapting MTSS for students with disabilities: Building truly inclusive systems for all students. Routledge.

Bender, S. L., *Ling, N., *Stobbe, R., *Fung, H., *Pitkowsky, L., *Romo, M., *Sreekala, R., & *Rodriguez-Ortiz, M. [accepted]. Self-care as professional practice: Supporting school psychologists across the career span. In L. Kilanowski & K. Augustyniak (Eds.), Preparing school psychologists for professional roles: Practicum, internship, and beyond. Routledge.

Hendricker, E., Bender, S. L., & Ouye, J. (in press). Family engagement and school psychology. In M. Burns (Ed.), Introduction to school psychology: Controversies and current practice (2^nd ed.). Oxford.

Fallon, L. Bender, S. L., Wilkins-Yel, K., & *Ballard, S. Managing resistance in academia (in press). In C. Malone & L. Parris (Eds.), The Oxford handbook of social justice in school psychology. Oxford.

Bender, S. L. (2026). Mindfulness-based parent training. In T. L. Renshaw & S. R. Jimerson (Eds.), Using mindfulness for promote mental health in schools. Oxford.

Fallon, L. & Bender, S. L. Best practices in behavioral problem-solving approaches to school consultation (2023). In P. Harrison, S. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7^th ed.). NASP.

*Ballard, S., Bender, S. L., Daniels, B. & *Molina Palacios, A. (2021). School psychology leadership for marginalized students. In L. Kilanowski & K. M. Augustyniak (Eds.), Principles of leadership in school psychology. Springer.

Dr. Stacy L. Bender (she/her) is an Associate Professor in the School Psychology Ph.D. Program in the Department of Counseling, School Psychology, and Sport (CSPS) at the University of Massachusetts Boston. Dr. Bender’s research focuses on (a) improving students’ social-emotional/behavioral wellness through behavior screening, intervention implementation, and supporting caregiver-child relationships (b) enhancing family engagement practices across psychological service delivery in schools (c) addressing the mental health provider shortage in schools by increasing recruitment and improving retention of professionals in the field and (d) promoting social justice and cultural responsiveness in graduate training.

Dr. Bender has conducted numerous research projects implementing intervention with marginalized students and families and supporting schools to implement universal supports for students. She has authored numerous peer-reviewed publications, book chapters, and books addressing these areas. She has also presented presentations at state, national, and international conferences and has secured grant funding to support research projects. Dr. Bender is a licensed psychologist, registered health psychologist, and nationally certified school psychologist.