Michelle Cumming
Dr. Cumming is an Assistant Professor of Inclusive Education at St. Francis Xavier University. She is committed to inclusive, evidenced-based, equity-focused, culturally responsive, and learning-centered instruction that equips educators and leaders to meet the needs of students with exceptionalities. Dr. Cumming’s interdisciplinary research focuses on students with or at risk for exceptionalities, especially students with significant mental health needs, and their teachers through three distinct, interrelated strands: (1) understanding the underlying variables that contribute to students’ academic and behavioral functioning; (2) developing prevention/intervention programs that improve students’ SEL, self-regulation, and executive functioning; and (3) leveraging working conditions to enhance educators’ instruction and retention. In support of her work, she has secured over $10 million in federal and foundation grants and is currently Co-PI of two active research grants. Dr. Cumming is an associate editor for The Elementary School Journal and Past President for the Council for Exceptional Children-Division for Research. Previously, she was a teacher and a learning specialist for grades PK-8.
Selected Publications:
Cumming, M. M., Poling, D. Qiu, Y., Schreiner, N., Jones, B., Daunic, A., Corbett, N., & Smith, S.W. (2026). Social-Emotional Learning Foundations curriculum for K-1 students at risk for EBD: Differential effects based on student EF risk profiles. Exceptional Children, 92(3), 264-285. https://doi.org/10.1177/00144029251381300
Brunsting, N. C., Bettini, E., Cumming, M. M., Lillis, J., Huggins-Manley, C., Flores, H., Mullen, D., Torres, R., Cresera, J., & Jeannite, D. (2026). SUSTAINing special educators to serve students with emotional/behavioral disorders: An intervention development study. Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/074193252614424
Bettini, E., Brunsting, N., O’Brien, K., Cumming, M. M., Huggins-Manley, C., Ünlüol Ünal, N., Celoch, K., & Szocik, K. (2025). What are special educators’ working conditions? Remedial and Special Education. Advance Online Publication. https://doi.org/10.1177/07419325251388479
Cumming, M. M., Oblath, R., Qiu, Y., Frazier, S. L., Zelazo, P. D., Flores, H. & Park, J. (2024). Executive function, stress, and academic performance among middle schoolers with and without behavior problems. Remedial and Special Education, 45(2), 85-100. https://doi.org/10.1177/07419325231176762
Cumming, M. M., Bettini, E., & Chow, J. C. (2023). High-quality systematic literature reviews in special education: Promoting coherence, contextualization, generativity, and transparency. Special issue for Exceptional Children, 89(4), 412–431. https://doi.org/10.1177/00144029221146576
Cumming, M. M., Criado, C., Park, J., Arango, A., Rodriguez, M. L., & Ali, M. (2023). Addressing middle schoolers’ disruptive behavior: The importance of fostering student executive functioning. TEACHING Exceptional Children, 55(3), 176–187. https://doi.org/10.1177/00400599221093393
Stark, K., Bettini, E., Cumming, M., O’Brien, K. M., Brunsting, N., Huggins-Manley, C., Binkert, G., & Shaheen, T. (2023). Measuring special educators’ working conditions: A systematic review. Remedial and Special Education.44(2), 137–153. https://doi.org/10.1177/07419325221079015
Cumming, M. M., O’Brien, K.M., Brunsting, N., & Bettini, E. (2021). Special educators’ working conditions, self-efficacy, and practices use with students with emotional/ behavioral disorders. Remedial and Special Education. 42(4), 220–234. https://doi.org/10.1177/0741932520924121
Cumming, M. M, Bettini, E., Pham, A.V., & Park, J. (2020). School-, classroom- and dyadic-level experiences: A literature review of their relationship with students’ executive functioning development. Review of Educational Research, 90(1), 47–94. https://doi.org/10.3102/0034654319891400
