Stanley Cheng

BSci (Psy), PgDipPsy, PGDE, MEdPsy, MAPS

Stanley Cheng is a teacher-trained educational and developmental psychologist. He is a member of Australian Psychological Society (APS) and a committee member of the Melbourne Branch in the APS. He has been working as a psychologist within the public educational system in Victoria; and with previous experience working as a consultant psychologist for SPELD Victoria. He is also an AHPRA Board approved supervisor; experienced in supervising provisional psychologists undertaking Master program from different tertiary educational settings, including the University of Melbourne, Deakin University, La Trobe University, and the Cairnmillar Institute. Stanley has special interests in supporting diverse learners and promoting mental well-being for young people. He also has experience as a subject matter expert in the state government, participating in a million-dollar state-wide project in establishing a centre of excellence that provides evidence-based advice, resources and guidance on meeting the needs and aspirations of diverse learners. His expertise specialisations in the project are dyslexia, dyscalculia, and ADHD. He is also an experienced trainer/presenter who has delivered seminars for over 30 different settings.

Stanley is passionate about supporting individuals with a range of learning and developmental disorders, including intellectual disabilities, dyslexia, dyscalculia, AD/HD, and autism. He has delivered numerous trainings for teachers in dyslexia identification and intervention; and was invited by SPELD Victoria to deliver a full-day training for psychologists in dyslexia assessment in 2015. He is a trained practitioner in using ADOS-2 and ADI-R; having extensive experience in upskilling psychologists in conducting ASD and dyslexia assessments. He was on an expert reference group to support the APS to develop an online training module on childhood assessment in 2021. He has experience in collaborating with world-renowned researchers from the University of Melbourne and Royal Children’s Hospital, investigating the relationships between Attention Deficit and Hyperactive Disorder (ADHD) and writing performance so as to inform intervention planning. The research was published in Research in Developmental Disabilities and presented at the 5th Australian ADHD Professionals Association (AADPA) conference in 2022. He currently collaborates with Centre for Research in Numeracy Development and Learning at Macquarie University, investigating the development of numerical skills and mathematical learning difficulties through better assessment and intervention tools.

Stanley is experienced in supporting educators and parents in managing children with behaviours of concern, enhancing mental well-being, and unleashing learning potential on both individual and system levels. He has years of experience in promoting the use of response to intervention, positive behavioural support, positive psychology, and trauma-informed practice in educational/home settings. He has extensive experience in conducting consultations and training in the related area to a range of audiences, including parents, teachers, young people, and allied health professionals. His clinical work also involves providing counselling to children and adolescents with anxiety, depression, stress management, procrastination, and anger management issues. His main therapeutic approaches include Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Solution Focused Therapy, Mindfulness, Compassion, and Motivational Interviewing.


Cheng, S.; Coghill, D.; Zendarski, N. (2022). A rapid systematic review of attention-deficit/hyperactivity disorder (ADHD) and high order writing: Current findings and implications for intervention. Research in Developmental Disabilities,123, 104180. doi:10.1016/j.ridd.2022.104180

Invited Journal reviewer

  • Educational and Developmental Psychologist (2021)
  • PLOS One (2022)
  • Journal of Attention Disorders (2022)