Advancing Equitable and Socially Just Practices in School Psychology: Transformative Science Informing Mental Health, Safety, and Data-Based Decisions

Abstract

The field of school psychology has long been committed to advocating for socially just and equitable practices that foster the holistic development of children and youth. Nonetheless, substantial efforts are still needed to bridge the disconnect between the social justice lens and its practical application in educational settings. The contemporary articles in the current issue highlight practices aimed at enhancing equitable and culturally responsive practices within educational systems and school psychology training to address the diverse needs of students, educators, and school communities. This compilation of articles provides actionable strategies in school psychology practices for meaningful changes within education systems. Furthermore, these articles present critical reflection on existing practices by revisiting established practices, prioritizing the experiences and perspectives of historically marginalized groups, and employing an ecological framework. Impact Statement There is a critical need for research focused on enhancing equitable and socially just practices within the contexts in which school psychologists operate. This line of investigation is essential to translating the profession’s commitment to social justice into tangible changes that effectively address longstanding educational inequities. This article highlights both the challenges and opportunities present in advancing this endeavor.