Phasing out ineffective programs may free up resources for more effective alternatives and improve student outcomes. This review of the literature on the de-implementation process in schools includes a practical guide that can be used to ensure students receive the most effective services available. This framework can be applied to illustrate how…

Anyone who works in a school setting keenly feels the impact of COVID-19 on youth and families. They can remember the exhaustion and dysfunction that rippled out during the pandemic, and they can still see it today. The School Behavioral Health Academy (SBHA) responded to the youth mental health crisis by creating an online learning management…

Among the multitude of solutions to the field's ongoing personnel shortage, many state associations have stepped in to commit time and resources to addressing it. One such example is in Ohio, where a joint initiative of the Ohio School Psychologists Association (OSPA) and Ohio's Inter-University Council of School Psychology programs, known as the…

According to the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-5; American Psychiatric Association, 2013), an substance use disorder (SUD) involves patterns of symptoms caused by using a substance that an individual continues taking despite its negative effects. Though there are 11 specific DSM-5 criteria for an SUD, they…

Historically, despite more formal efforts to spread awareness about the profession, many school psychologists discover the field "by accident" or happenstance. This, in conjunction with attrition, training constraints, an expanding role in schools, and an ever-evolving need for increased school psychologist-to-student ratios to address…

As schools continue to implement social-emotional learning programs, school psychologists should ensure these interventions are socially valid and promote effective outcomes for racially and ethnically minoritized youth. One study of how this can feasibly be done provides guidance for culturally adapting a program for Black youth.

There is a critical need to address educator health and well-being, yet only an average of 31% of schools offer workplace health and wellness promotion programs. As part of the Center for the Promotion of Health in the New England Workplace -- a National Institute for Occupational Safety and Health Center of Excellence for Total Worker Health®…

Intervention fidelity is the extent to which an individual- or systems-level student intervention is delivered comprehensively in a manner aligned with the initial plan. This first installment in a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended and introduces…

Students cannot experience the full potential benefits of an intervention unless they are receiving the intervention. This is the second installment in a three-part series on intervention fidelity designed to highlight the importance of ensuring classroom supports are implemented as intended. This article provides guidance related to measuring and…

Apni Shala (Hindi for Our School) is a nonprofit educational foundation located in Mumbai, India. It was set up in 2013 to promote mental health skill development in children in local elementary schools. The goals of the program include increasing emotional literacy of children within a culturally relevant framework and destigmatizing mental…

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…

This article is written for practicing school psychologists who are considering a midcareer move to higher education. Readers will learn key differences between school-based practice and working as a faculty member. Guidance will be provided on how practitioners can prepare for a transition from school psychologist to professor and how to manage…

Most supervisors lack training in best practices in clinical supervision (Newman et al., 2019). However, supervisees report more positive supervision experiences from supervisors who have received training (Brott et al., 2016). To address this need, a group of university educators and an experienced field supervisor collaborated with the Illinois…

Most, but not all school psychology internships in the United States include an intern stipend (Prus et al., 2014). Such financial support for this stage of graduate preparation is critical, especially considering the increasing loan debt incurred by graduate students and imitations in earning power (i.e., opportunity cost) during what is usually…

Advocacy has been a core function and expectation of school psychologists for over 50 years (Oyen et al., 2020; Skalski, 2012). It can take many forms, from staying up to date on critical issues in research to writing letters to elected officials to communicate support for proposed legislation. Given that school psychology state associations…