School Psychology Review, Volume 54, Issue 4, 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),

Happy August. We are delighted to share articles featured in the most recent issue of SPR. This issue features scholarship that informs and advances our knowledge of advancing open science in school psychology, in addition to general articles across multiple areas. The articles featured in this special topic section further advance our understanding of open science in the field of school psychology through contributing high-quality articles focusing on (a) giving away the science of school psychology, (b) benefits for rural school psychologists, (c) supportive teacher responses, (d) implementation planning, (e) replication studies, (f) intervention studies. Additional general articles address important topics such as (a) teacher stress and mental health and (b) coaching as an implementation strategy.

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 4 is now available online This new issue contains the following articles:

Special Topic Section on Open Science in School Psychology Advancing Open Science in School Psychology: Opportunities, Innovations, and Future Directions to Support Transparency, Access, and Accountability Tyler L. Renshaw, Wilhelmina van Dijk, Ryan L. Farmer, Jeffrey M. Brown & Shane R. Jimerson Pages: 433-442 | DOI: 10.1080/2372966X.2025.2522589 Giving Away the Science of School Psychology Tory L. Ash Pages: 443-458 | DOI: 10.1080/2372966X.2024.2417234 Breaking Down Barriers: Benefits of Open Science for Rural School Psychologists Amanda J. Hardin Pages: 459-468 | DOI: 10.1080/2372966X.2024.2374229 Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression Bridget Brinckman, Kyongboon Kwon, Razia Azen & Michele Lease Pages: 469-481 | DOI: 10.1080/2372966X.2024.2315023 Evaluating the Impact of Implementation Planning: A Preregistered Meta-Analysis Alexandra M. Pierce, Lisa M. H. Sanetti, Melissa A. Collier-Meek & Austin H. Johnson Pages: 482-497 | DOI: 10.1080/2372966X.2024.2365624 Replication Studies Using Secondary or Nonexperimental Datasets Francis L. Huang & Anna B. Huang Pages: 498-512 | DOI: 10.1080/2372966X.2024.2346781 Evidential Value of Intervention Studies in Two School Psychology Journals: A p-Curve Analysis of Research from 2011 to 2021 Hong Ni, Paul C. Price & Constance J. Jones Pages: 513-530 | DOI: 10.1080/2372966X.2024.2365618 General Articles Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality Kate A. Leger, Erin N. Haynes, Timothy J. Hilbert, Jessica Maras, Candace Brancato & Heather M. Bush Pages: 531-540 | DOI: 10.1080/2372966X.2024.2317700 Coaching as an Implementation Strategy: The Perceived Alliance Between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use  Shannon R. Holmes, Tyler E. Smith, Monica E. Romero, Wendy M. Reinke & Keith C. Herman Pages: 541-553 | DOI: 10.1080/2372966X.2024.2318234

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

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

Advancing Open Science 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
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