Recognition and acknowledgement of cultural variables are cornerstones of ethical school psychology practice (National Association of School Psychologists [NASP], 2010b). School psychologists are expected to possess knowledge about diversity factors and how they impact students and have the skills to effectively serve children and families of all backgrounds (NASP, 2010a). Moreover, school psychologists have an ethical responsibility to be advocates and work toward creating school climates conducive to the success of all students (NASP, 2010b). However, there are students who, by virtue of their group membership and identities, have less social power and are more likely to encounter systemic barriers to educational success (Ratts & Greenleaf, 2018). To adequately support students from these historically marginalized groups, school psychologists must engage in culturally competent school psychology practice while simultaneously using a social justice framework to challenge the institutional and systemic barriers that may prevent these students from reaching their full potential (Singh, 2010). Given that social justice as a theoretical concept has just recently emerged as an area of inquiry in the school psychology literature (Johnson, Bahr, & Navarro, 2017), many school psychologists have difficulty understanding how a social justice framework applies to school psychology practice, research, and advocacy. In this article, the authors will provide an overview of social justice research in school psychology and strategies for how school psychologists can engage in social justice advocacy.