School Psychology Review, Volume 54, Issue 2, 2025 is now available online!

[Shane Jimerson]

Dear School Psychology colleagues (students, practitioners, and faculty) (please read and forward to others to share this valuable information), ICYMI

We are delighted to share articles featured in the most recent issue of SPR. This issue features scholarship that informs and advances equitable practices. The articles featured in this special topic section further advance practice and policy through contributing high-quality studies focusing on (a) advocacy toward socially just MTSS, (b) stress, engagement, and protective factors among emergent bilingual students, (c) social validity and cultural relevance of SSIS SEL classwide intervention, (d) a model of performative ally behavior and implications for school psychology, (e) social justice and antiracism within school psychology preparation programs, (f) school climate perceptions among Latinx and White students, and (g) validation of Transformative SEL Competencies Scale among AAPI teachers. 

We anticipate that these articles will be of tremendous interest to school psychology practitioners, students, policymakers, and faculty. For graduate educators, now is the time to update your syllabi for the next quarter, semester, year with this contemporary scholarship featured in SPR.

Hyperlinks are provided for easy access to each of the articles - Available to ALL NASP members! (first login to the NASP portal using your NASP member credentials) (and to others with institutional access, directly via the SPR website at T&F and links below)

School Psychology Review, Volume 54, Issue 2, 2025 is now available. This new issue contains the following articles:

Special Topic Section on Advancing Equitable Practices Advancing Equitable and Socially Just Practices in School Psychology: Transformative Science Informing Mental Health, Safety, and Data-Based Decisions Mei-Ki Chan, Caitlyn Chambers & Shane R. Jimerson Pages: 143-152 | DOI: 10.1080/2372966X.2025.2457891 Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior & Ryan Sunda Pages: 153-169 | DOI: 10.1080/2372966X.2023.2197502 Impact of Stress on Later Academic Engagement Among Emergent Bilingual Students: Grit and Academic Support as Protective Factors Gabriella Estevez, Colleen O’Neal & Stephanie Cerrato Pages: 170-183 | DOI: 10.1080/2372966X.2023.2201688 Social Validity and Cultural Relevance of the SSIS SEL Classwide Intervention Program in Context: Insights From First- and Second-Grade Teachers Susan Crandall Hart, James Clyde DiPerna, Kyle Husmann, Hui Zhao & Pui-Wa Lei Pages: 184-201 | DOI: 10.1080/2372966X.2023.2243239 A Model of Performative Racial Ally Behavior: Implications for School Psychology Sally L. Grapin & Peter D. Goldie Pages: 202-215 | DOI: 10.1080/2372966X.2023.2278442 A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs | Jennifer McGrory Cooper, Kisha M. Radliff & Jillian R. Weinberg Pages: 216-236 | DOI: 10.1080/2372966X.2023.2301233 School Climate Perception among Latinx and White Students: An Examination of Intersecting Race/Ethnicity and Socioeconomic Identities in Context Mei-ki Chan, Jill D. Sharkey, Erin Dowdy, Karen Nylund-Gibson & Michael J. Furlong Pages: 237-249 | DOI: 10.1080/2372966X.2023.2301234 An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers | Chunyan Yang, Jin Hyung Lim, Xueqin Lin, Ella Rho & Quennie Dong Pages: 250-265 | DOI: 10.1080/2372966X.2024.2355670

In addition, there are recent special topic sections featuring articles addressing pressing contemporary topics in school psychology, including;

A Public Health Approach to Reducing the Societal Prevalence and Burden of Youth Mental Health Problems

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy

COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy

(more than 20 articles already featured in this special topic collection)

Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: Advancing Research through Reflections on the Past Decade

Addressing Youth Suicide Through Prevention, Intervention, and Postvention

Unlocking the Promise of Multi-Tiered Systems of Support (MTSS) for Linguistically Diverse Students

Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology

Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice

Promoting the Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success

Equitable Practices for Diverse Student Populations

Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology

Data Based Decision Making

Supporting Student Social Emotional Learning and Development

Prejudice Reduction and Anti-racism Professional Development in P-12 Settings: Promise and Perils

School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

Science and Services to Promote Safe and Supportive School

Advancing Equitable Practices

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If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.

Gratefully,

The SPR Leadership Team

Editor	Shane R. Jimerson	University of California, Santa Barbara
Senior Editor	Jamilia J. Blake	Texas A&M University
Senior Editor	Gary L. Canivez	Eastern Illinois University
Senior Editor	Dorothy L. Espelage	University of North Carolina
Senior Editor	Jorge E. Gonzalez	University of Houston
Senior Editor	Amanda L. Sullivan	University of Minnesota
Senior Editor	Frank C. Worrell	University of California, Berkeley
Consulting Editor	Prerna Arora	Teachers College, Columbia University
Consulting Editor	Scott L. Graves	The Ohio State University
Associate Editor	Francis L. Huang	University of Missouri
Senior Editor	Stacy-Ann A. January	University of South Florida
Associate Editor	Tyler L. Renshaw	Utah State University
Associate Editor	Samuel Y. Song	University of Nevada, Las Vegas
Associate Editor	Cixin Wang	University of Maryland
Editorial Fellow	Tamika La Salle	Georgia State University
Editorial Fellow	Chunyan Yang	University of California, Berkeley
Editorial Fellow	Eui K. Kim	University of California, Riverside
Editorial Fellow	Justin P. Allen	Texas A&M University
Editorial Fellow	Chavez Phelps	Georgia State University
Editorial Fellow	Matthew Gormley	University of Nebraska
Editorial Fellow	Monica Romero	University of Texas, Austin
Editorial Fellow	Kayla Bates-Brantley	Mississippi State University
Editorial Fellow	Chun Chen	Chinese University of Hong Kong

--

Shane R. Jimerson, Ph.D., NCSP

Professor

Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA  93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu

*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

President-Emeritus, the Society for the Study of School Psychology

President-Emeritus, the International School Psychology Association

President-Emeritus, Division 16 School Psychology of APA

Editor Emeritus, School Psychology journal, published by APA

Editor, School Psychology Review, published by NASP

@DrJ_ucsb

CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.

ResearchGate Shane Jimerson

GoogleScholar Shane Jimerson

"I am unable to make the days longer, so I strive to make them better."
-Thoreau