Search

The National Association of School Psychologists (NASP) estimates that the U.S. needs approximately 63,000 more school psychologists to meet the recommended ratio of one student per 500 school psychologists. This would ensure every student has access to comprehensive school psychological services. Unfortunately, while students are facing a mental health crisis after the pandemic, the school psychologist shortage is getting worse. NASP's Seth Lipkin writes about the urgent need for more school psychologists and outlines several potential solutions at the local, state, and federal levels that could help.

School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.

For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions, and fieldwork activities that went beyond our core program to increase students' skill development and confidence in promoting a multitiered system of support (MTSS). Simultaneously, we sought to recruit, retain, and graduate more diverse school psychology students. Our nontraditional training and recruitment activities as well as the short- and long-term outcomes of this project are described. The results of this initiative include a significant increase in diverse school psychologists, curriculum changes to incorporate training grant opportunities for all program students, and alumni who report competence in engaging in consultation at the systems-level.

This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students' classroom-based activities and in turn are jointly supervised by program faculty and the center's Special Services Manager. Through these experiences, graduate students develop competencies in client-centered, consultee-centered, and systems-level consultation, with opportunities to engage in an array of activities aligned with key updates to the 2020 NASP Professional Standards particularly in Domains Six (Services to Support Safe and Supportive Schools), Seven (Family, School, and Community Collaboration), and Eight (Equitable Practices for Diverse Student Populations). By focusing on the school environment, community collaboration, social justice, and equitable practices, these updated domains highlight the role of ecological and systemic factors in school psychology practice and training. Trainees support the center's efforts to function as a trauma-informed organization whose members recognize and respond to trauma in a manner that promotes safety, collaboration, empowerment, and other trauma-informed practice principles. They do this by consulting with parents and teachers, contributing to staff professional development on such topics as adverse childhood experiences and caregiver stress management, and facilitating meetings with parents and teachers around issues such as trauma-informed discipline. We discuss how these activities align with the 2020 NASP domains, with particular attention to ecological and systemic perspectives.

Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called "Positive Environment and Behavior for Building Learning and Engagement" (PEBBLE). PEBBLE incorporates (a) didactic instruction related to consultation and ecological-positive support strategies, (b) evidence-based strategy and consultation implementation resources, and (c) supervised in-vivo practice. Outcome measures assessed both trainee outcomes, including self-reported efficacy, knowledge, and confidence, and classroom outcomes (direct observations). Results show PEBBLE led to statistically significant improvements in trainees' self-reported efficacy, knowledge, and confidence and had a positive impact on classroom environments. Additionally, students who participated in PEBBLE in their first year of school psychology training had self-efficacy and competency ratings comparable to more advanced students. Implications for consultative training based on ecological-positive support approaches and future research are addressed.

The National Association of School Psychologists' Professional Standards delineate 10 domains of professional practice that are infused into graduate preparation, credentialing recommendations, and service delivery. School psychology graduate students need exposure to, and practice with, these domains. A university-based graduate class in consultation skills is an ideal mechanism for learning and applying the domains of practice. However, the domains cannot be meaningfully practiced without a partner school district that is willing to provide opportunities for students to advance their knowledge and skills in real world settings. Thus, the purpose of this article is to describe one such partnership and the robust opportunities for consultation enabled by the school district. Such opportunities cut across virtually all domains of training and practice and provide mutual benefit to the students and to the school district. Outcomes for graduate students and the school district are discussed, and components of successful university-district partnerships are presented.

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists' roles within a current MTSS educational service delivery model.

Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children's identities and strengths, various ways in which graduate programs can enact this paradigm shift are discussed. Future directions for the field, including research and policy, are also presented.

Despite widespread implementation of multitiered systems of support for behavior (MTSS-B), evidence of racial discipline disproportionality persists. We argue MTSS-B must prioritize racial equity and healing in schools. We first discuss how discipline has centered Whiteness, providing a brief history of relevant events and sociopolitical forces that have maintained a reliance on exclusionary discipline practices with a primary focus on out-of-school suspension to oppress youth of color, specifically Black students. Then, we describe the harm exclusionary discipline has caused the Black community by synthesizing counter-storytelling. Finally, we propose ways to strengthen MTSS-B to promote racial equity with a primary focus on supports to adults in the systems in which oppression is maintained. We propose school psychologists can (a) empower students, families, and communities to engage in authentic partnerships, (b) advocate to educational leaders, (c) coordinate transformative staff professional development, and (d) support teachers to create inclusive and healing classroom communities. We frame these suggestions within an ecological-behavioral paradigm that considers root conditions of harm. Impact Statement: Discipline in U.S. public schools has long been rooted in White centrality, and exclusionary practices (e.g., out-of-school suspension) have caused harm to individuals, particularly in the Black community. School psychologists are poised to strengthen the design and delivery of behavior supports provided in schools to center racial equity and address this sustained harm. School psychologists must focus on providing supports to adults (e.g., educators) in the systems in which oppression is maintained to propel change.

A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology's current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists' research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process.

Social justice is a term that has grown in prominence in school psychology over the past several years. This increased emphasis on social justice heightens the need for empirical research that speaks to the application of social justice principles to school psychology practice. In this study, nine school psychologists across three states were interviewed regarding their views and experiences as related to social justice. Key findings include an emphasis on equity both at the individual and systemic levels. Participants indicated a personal commitment to social justice, but indicated mixed success in translating this practice to their work, noting several barriers both in terms of their own knowledge and skills as well as institutional barriers. Results highlighted: (a) the importance of taking personal responsibility for bringing social justice principles into practice, (b) modeling what one preaches, (c) educating others, (d) navigating political structures within schools, and (e) a call for greater professional development opportunities oriented towards social justice, beginning with graduate studies.

With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one-on-one semistructured interviews specifically designed to understand the unique perspectives and experiences of school psychologists derived by the pandemic. Participants expressed concerns that little guidance or support was provided specific to testing protocols, which, many expressed, led to ethical dilemmas regarding testing and data validity, and ultimately resulted in concerns about under- and overidentification of students with disabilities. We conclude, evaluation decisions made during the height of the pandemic may need to be reassessed as additional data dictates. Additionally, we recognize the unique and unforeseen complexities the pandemic continues to present, particularly for minority and low socioeconomic students, and recommend school psychologists receive administrative support, guidance, and training. Additionally, we encourage individualized education program teams to work collaboratively and rely on their collective expertise when making eligibility and programming decisions.

UK government statistics illustrate that children's mental health problems are rising. Schools are positioned as central to identifying and responding to children's mental health problems, and teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments, and implementing targeted interventions. This exploratory research considered how primary teachers in the UK conceptualise mental health, specifically children's mental health, how they view and make sense of their role in relation to this, and approach working with children based on these understandings. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with four primary school teachers. Four master themes were identified: environmental factors; relational approach; the impact of, and on, teachers; mental health as a personal and individual experience. The implications for teachers, schools and EPs are considered, with recommendations including developing support for teachers, creating relational primary school communities, and considering the "real-world" action EPs could take.

Bullying is associated with many adverse outcomes, including increased risk of substance abuse, delinquency, suicide, truancy, mental health problems, and physical injury, as well as decreased academic performance; even those witnessing bullying in school are at an increased risk of experiencing negative mental health effects (Rivers et al., 2009) and an increased sense of vulnerability (Glover et al., 2000).Although bullying can compound existing vulnerabilities for students from marginalized populations, research on culturally responsive bullying prevention programs is limited, particularly for American Indian/Alaska Native (AI/AN) communities. This article explains how a culturally responsive approach to mental and behavioral health, the Sweetgrass Method (SGM; Baez, 2011; Baez et al., 2022), can be applied to address bullying for AI/AN youth. SGM provides a culturally responsive framework for addressing mental and behavioral health concerns for Indigenous youth. School psychologists can apply the three interwoven strands of SGM to address bullying with introspection, communication, and continuity.

The field of school psychology, built on a foundation of evidence-based practice, has produced an abundance of research to inform school-based practice. However, this empirical tradition has not been applied to the predominant activity in which school psychologists are engaged: psychoeducational assessment. Despite numerous critiques and proposed reforms, the reigning model of psychological assessment continues to emphasize standardized testing, detailed written reports, and special education eligibility. Presumably, the ultimate goal of psychological assessment is to promote positive outcomes for the multiple consumers (children, parents, teachers, service providers, etc.) that are impacted by the findings. However, the way psychological assessment is typically conducted does not effectively address this goal (Brenner, 2003; Harvey, 2006; Lichtenstein & Ecker, 2019), nor does it comport with NASP standards (Lichtenstein, 2022). In this article, Robert Lichtenstein argues that practicing school psychologists should consider alternative models for conducting psychological assessments, and researchers should conduct studies that inform best practice.

Today, social media is gaining particular attention for providing users with multiple applications to connect with friends, family, and businesses. While most social media platforms can be beneficial, there are also risks. Educators, school psychologists and graduate students need to monitor how they present themselves to the public and how they engage in online forums. This article discusses ways in which school psychologists and graduate student trainees are engaging in social media, the ethical aspects that must be considered concerning social media usage, and how school psychology supervisors and trainers can support professional growth through the ethical use of social media platforms in a digital age. While the focus is on practicum and internship students, much of the guidance in this article is equally applicable to practicing school psychologists.

Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article.

The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, "SRL microanalysis." Forty-two studies across diverse samples, contexts, and research methodologies met inclusion criteria. The majority of studies used microanalysis to either comprehensively address all three phases of SRL (i.e., forethought, performance, or reflection) or to conduct in-depth analyses of one particular phase. Microanalysis has also been used across myriad domains (e.g., academic, athletic, clinical) and tasks (e.g., mathematics problem solving, basketball shooting, diagnostic reasoning) with samples encompassing elementary to graduate school. Although SRL microanalysis has typically been used to differentiate intervention conditions or existing groups (e.g., expert vs. novice), it has increasingly been used as a diagnostic tool to inform instructional and intervention planning. Additional information regarding the types of validity addressed in the studies are discussed, as well as implications for research and school practice.

This study evaluated the relationship among use defending behaviors, gender, and self-esteem among students trained in a brief, bystander bullying intervention (N = 93). Students were taught four specific strategies to use to defend targets of bullying. We used hierarchical regression analyses to test a moderator model in which we hypothesized females would report using defending behaviors more frequently than males post-training and that baseline self-esteem would moderate this relationship. Findings partially supported our hypotheses. Specifically, for "Turning it Over" (i.e., reporting bullying to an adult) and "Coaching Compassion" (i.e., gently confronting the perpetrator to communicate their behavior is not acceptable), the gender x self-esteem interaction was significant, suggesting that females with high self-esteem were most likely to use these defending behaviors post-training. In contrast, for "Stealing the Show" (i.e., using their sense of humor to distract the peer audience's attention away from the target), high self-esteem was positively associated with frequency of using this defending behavior for both males and females. For "Accompanying Others" (i.e., reaching out to the target to offer support), females used this strategy more frequently than males, and self-esteem was not a significant moderator. Findings highlight the importance of gender and self-esteem as significant factors that influence whether or not bystanders defend targets of bullying post-training. Implications for bystander training in school-based bullying prevention programs are discussed.

Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional antiracist frameworks that acknowledge how intersecting identities can exacerbate risk for suicide, schools can overlook opportunities for care and perpetuate a cycle of racism that compromises the mental health of Black youth. By recognizing their own implicit biases, modeling antiracist practices, listening to and recognizing the strengths and diversity of Black youth, and fostering school-family-community partnerships, school psychologists can help transform the school environment to be a safe and culturally affirming place for Black youth. This paper outlines how school psychologists can apply a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach to suicide prevention in order to more holistically support Black boys, disrupt patterns of aggressive disciplinary procedures, and improve school-based suicide prevention programs. By applying this lens across a multitiered systems of support (MTSS) framework, school psychologists can help to prevent the deaths of Black boys and begin to prioritize the lives of Black boys.

Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social-emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys' strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys' lives.

We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., "Outcomes: Planning Monitoring, and Evaluating" ["Outcomes: PME"]) and subsequent performance feedback and training regarding team use of the protocol. A train-the-trainer model was used whereby researchers trained school psychologists to deliver the intervention and serve as coaches on the PSTs. At baseline, all three PSTs demonstrated low (i.e., <50%) problem-solving procedural integrity (i.e., the degree to which critical components of the problem-solving process were implemented), often scoring lowest for problem-solving components related to data collection and analysis (e.g., treatment integrity, progress monitoring, and pre-post intervention data). Each PST demonstrated increased problem-solving integrity following implementation of the first intervention component, problem-solving information and "Outcomes: PME" training. Procedural integrity also increased for the two PSTs that received the second intervention component, performance feedback. An increase in procedural integrity was not found for one PST that received the third intervention component, targeted consulting; however, data collection was incomplete. Results are discussed in terms of future research priorities to examine consultation that promotes the use of quality team problem-solving components.

Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals' (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school mental health professionals' understanding and application of the evidence-based school counseling model. We provide specific considerations for school counseling professionals.

Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios, number of annual evaluations/reevaluations typically completed, reported percentage of students eligible for free and reduced lunch in their district and district size on reported levels of job burnout. Burnout was assessed using the Maslach Burnout Inventory (MBI). Results first indicated that age and years worked in current job predicted an increased sense of Personal Accomplishment as assessed by the MBI. Additionally, a higher number of annual evaluations typically completed was predictive of higher levels of Emotional Exhaustion. Based on the findings of this research, implications for preventing and addressing job burnout in the field are discussed.

California has one of the largest populations of multilingual learners (MLs) in the United States (California Department of Education [CDE], 2020; 2021). These MLs have unique strengths and needs, which require school psychologists to have specialized training (Gonzalez et al., 2022; Harris et al., 2021). However, few school psychology training programs in California and across the U.S. provide an avenue for candidates to distinguish themselves as competent bilingual school psychologists. A group of school psychology faculty across California established the California Consortium for Bilingual School Psychology (CCBSP) to address this disparity. This article outlines the journey and processes of the CCBSP that fostered this dynamically engaged collaboration designed to identify bilingual school psychologist competencies and to inform colleagues with similar goals in other states.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes.

The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to improve the reading outcomes of African American children. School psychology literature is limited in its inclusion of issues posed by deficit perspectives of AAVE with Black children and reading achievement. Given that practicing school psychologists spend significant portions of their time conducting assessments related to identifying and remediating reading problems, an increased awareness on how AAVE can impact African American children's reading performance is necessary. Implications for research and practice will be discussed, such as inclusion of instruments to differentiate between reading difficulties and dialect differences (i.e., Diagnostic Evaluation of Language Variation).

Schools are currently facing significant success gaps for students with disabilities, particularly those students with intersectional, marginalized identities. Establishing systematic, collaborative tiered supports is essential to reduce student success gaps and simultaneously prevent staff burnout. Yet, the required system change varies across settings. The authors use case studies to show that the Success Gaps Toolkit is one method school psychologists can use to inform systems change and interdisciplinary collaboration efforts to better support students. Rather than another intervention to implement, the toolkit provides a path to continually evaluate, monitor, and modify efforts until they work (Rohanna, 2017).

Schools in the United States are becoming increasingly diverse, and more culturally and linguistically competent school psychologists are needed to ensure all students receive the services they need to succeed. As schools in the United States grow increasingly diverse, effective interventions are essential for meeting the needs of emergent bilingual learners. Through a Multitiered Systems of Support (MTSS) framework that incorporates sociocultural theory, school psychologists can collaborate with other educators and community members to support these students and foster academic success.

Support services for many Autistic students in schools is critical. Behavior analysts are one type of service provider who offer support services in and outside of school settings to Autistic students. As behavioral support services are increasing in educational settings, it is important to ensure there are a sufficient number of professionals trained to provide high quality and compassionate support. However, there may not be enough state licensed providers to meet the growing need of students across the state of New York (NY). The supply of state licensed behavior analysts (LBAs) was calculated for the state of NY, its six regions, and its 62 individual counties to assess the shortage of providers. County level public data were used to compare the per capita supply of LBAs using caseload guidelines. The supply of LBAs did not meet the supply benchmark at the aggregate level or in any of the state's six regions. Only four of the state's 62 counties met the LBA supply benchmark. Shortages of service providers limit accessibility to support services and high caseloads can impact service quality. Suggestions for changes that may increase accessibility to behavior analytic supports and services in NY to those seeking services are discussed.

School psychologists have the psychological and consultative expertise necessary to support teachers who are vulnerable to stress. Transactional theory offers a lens to guide such support, as it posits that each teacher's unique appraisals of their work demands and resources determine the degree to which they are at risk for stress. This study used a multiphase sequential mixed method design with a transactional theory lens to examine the association of leadership quality and stability with teachers' ratings of workplace conditions. The four phases consisted of (a) input from an expert panel, (b) scale development and validation, (c) interviews with key informants, and (d) multilevel modeling informed by all previous phases. Through key informant interviews, district-level administrators provided ratings of the quality and stability of school leadership. The researchers examined the associations between these ratings and teacher appraisals of classroom demands, classroom resources, job satisfaction, and perceived levels of instructional support collected via a district-wide climate survey. Multilevel models with key informant ratings and school characteristics at Level 2 (N[subscript schools] = 47) and teacher characteristics and perceptions at Level 1 (N[subscript teachers] = 1,850) demonstrated that the quality and stability of school leadership were associated with teachers' appraisals of their occupational demands and resources, job satisfaction, and ratings of instructional support. Findings show that the quality and stability of school leadership play an important role in the incidence of stress vulnerability, suggesting important pathways for school psychologists seeking to promote the occupational health of teachers.

In this article, we provide guidance for educational psychologists who want to advance equity-focused school policies and practices through engaged scholarship. We conceptualize a philosophy of engagement and describe how it can facilitate psychologists' efforts to address the social conditions of people from historically marginalized communities. Using our own philosophy of engagement as a case in point (which we refer to as communally engaged educational psychology), we share stories that showcase opportunities for roles that scholars can play in supporting education decision-makers and community members. Specifically, we illustrate that communal engagement involves building a tribe; identifying pockets of affirmation; establishing communal incubators; and leveraging existing networks to disseminate stories emerging from partnership activities. We then offer a roadmap for putting communal engagement into action by remixing Anderman's (2011) ten challenges for educational psychologists. We conclude with a discussion of the tensions and difficulties scholars may need to navigate when enacting a philosophy of engagement.

This article presents the psychometric properties of the evidence-based practice (EBP) instrument (School Version), a new interdisciplinary measure for understanding and measuring EBP use that can be understood and used across the three professions who provide the most mental health services in schools. The instrument was developed based on theory, review of the literature, expert review (N = 12), pilot study (N = 20), and national study (N = 303). While the measure may have applicability for other groups of mental health providers in other settings, this study focused on the perspectives of mental health providers in schools, specifically school psychologists, school counselors, and social workers. Initial psychometric examination resulted in a 13-item, one factor model and indicated preliminary evidence for strong validity and internal reliability. No significant difference in total score among groups of mental health professionals was found, suggesting similarities of comprehension and application of EBP regardless of professional discipline. This instrument is the only one of its kind and provides a helpful first step towards common language and common goals when conceptualizing what it means for mental health providers to use best practice. Implications for school professionals and future research are offered.

We describe challenges to measuring the type and quantity of mental health programs, practices, and resources that schools provide to students, as well as variation in these resources. We conducted interviews and surveys with school and district staff representing 55 middle and high schools in MetroWest Massachusetts with the goal of collecting data on (1) school-wide preventive services, (2) use of mental health screenings and anonymous reporting systems, (3) supports for specific student populations, (4) mental health supports and services, (5) community partnerships, and (6) staff trainings in mental health. Findings revealed wide variation in the programs, services, and resources that school staff described providing to students, as well as specific challenges in systematically collecting these data. We discuss the implications of these challenges, including barriers to documenting which resources are used by schools and studying which are most effective in connecting youth with needed mental health services. We conclude with implications for school psychologists and suggestions for researchers and policymakers seeking to better understand and document school provision of mental health resources.