School Psychology Review, Volume 54, Issue 6, 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),

We are delighted to share articles featured in the most recent issue of SPR. This issue includes timely and interconnected topics shaping the future of school psychology research, training, and practice, with a focus on Advancing Graduate Education in School Psychology. Articles examine the ethical and professional experiences of school psychology graduate students, including their navigation of ethical dilemmas and the mental health, stress, and self-care challenges they face, underscoring implications for graduate training and institutional supports. Complementing these themes, the issue features an interdisciplinary pilot program supporting early-career Women of Color in school-based mental health fields, offering insights into affinity-group models that foster resilience and professional growth. The persistent national shortage of school psychology faculty is addressed through an analysis of post–COVID-19 employment trends and their impact on the training pipeline. Additional contributions explore differences in the roles and responsibilities of school psychologists working in alternative versus mainstream education settings, shedding light on the unique needs of students served in alternative placements. Finally, the issue presents a comprehensive overview of efforts toward certification of bilingual school psychologists, detailing essential competencies and long-term visions for strengthening services for multilingual learners. Collectively, these articles address critical personnel, training, equity, and wellness issues central to advancing graduate education in school psychology.

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 6, 2025 is now available online. Advancing Graduate Education in School Psychology Read issue

Special Topic Section on Advancing Graduate Education in School Psychology

Advancing Graduate Education in School Psychology: Innovations and Imperatives for Building Capacities, Competencies, and Commitments Matthew J. Gormley, Chavez Phelps, Monica Romero, Kayla Bates-Brantley, Chun Chen & Shane R. Jimerson Pages: 697-704 Graduate education in school psychology serves as the foundation for the future of the profession, shaping the knowledge, competencies, and commitments of the next generation of school psychologists. … Read article

School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice Kathrin E. Maki, John H. Kranzler & Katie L. Kozlowski Pages: 705-717 Most prior research on the ethical dilemmas in school psychology has focused on certified school psychologists. The purpose of this study, therefore, was to survey school psychology graduate students … Read article

Development of an Interdisciplinary Support Program for Early Career Women of Color in School-Based Mental Health Fields Janise Parker, Natoya Haskins, Nancy Chae, Kierra Fulmore & Angelina N. Nortey Pages: 718-731 The purpose of this study was to understand how 14 early career Women of Color (WOC) in school-based mental health fields (SBMH) experienced a structured, affinity-group program during the pilot phase … Read article

The Shortage of School Psychology Faculty in the Aftermath of the COVID-19 Pandemic Hannah R. Renzi & Bradford D. Daly Pages: 732-737 A shortage of school psychology trainers hinders efforts to increase the supply of school psychologists entering the field, and the effects of the COVID-19 pandemic on employment trends in general hav … Read article

School Psychologists in Alternative vs Mainstream Education Settings Staci Ballard, Stacy L. Bender, Brian Daniels & Caroline Fernandes Pages: 738-749 Increasingly, students experiencing difficulties within traditional school environments are placed in alternative education settings (AES), designed to serve students whose needs are not met within tr … Read article

Toward Certification of Bilingual School Psychologists: Process, Competencies, and Visions Patricia Sánchez Lizardi, Rebecca Anguiano, Stephanie D’Costa, Arlene Ortiz, Carol Robinson-Zañartu, Wilda Laija-Rodriguez, Olivia Calvillo, Alejandra Ojeda-Beck, Kathryn Perry, Cathi Draper Rodriguez, Hong Ni & Shane Jimerson Pages: 750-766 A critical shortage of bilingual school psychologists (BSPs) prepared to provide high quality services to Multilingual Learners (MLs) has driven the work of the California Consortium for Bilingual Sch … Read article

Wellness as an Ethical Mandate: Examining the Mental Health, Stress, and Self-Care Practices of School Psychology Graduate Students Juliet Schwarz & Jennifer McGrory Cooper Pages: 767-784 Previous literature has found that psychology graduate students experience clinically significant rates of mental health problems. Self-care practices at the individual and program level may help to m … Read article

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 at School 

A New Generation of Systematic Reviews and Meta-Analyses Advancing School Psychology: Revisiting the Science-to-Practice Imperative

Advancing Open Science in School Psychology

Understanding and Promoting the Social-Emotional Well-Being of Immigrant Youth

Advancing Graduate Education in School Psychology

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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	San Diego State University
Associate Editor	Cixin Wang	University of Maryland
Associate Editor	Chunyan Yang	University of Maryland
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	Maggie Chan	Utah State University
Editorial Fellow	Caitlyn Chambers	Xavier University
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

*I acknowledge UCSB is situated on the Indigenous lands of the Chumash people past, present, and future who hold the memories, traditions, and culture of this area, which has become a place of learning for people from all over the world.

Honorary Professor | Australia

Honorary Professor | New Zealand

Editor, School Psychology Review, published by NASP

Incoming Editor, Psychology in the Schools, published by Wiley

@DrJ_ucsb | GoogleScholar Shane Jimerson | ResearchGate Shane Jimerson

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