How can educational psychology inform policy?

Abstract

The authors in this special issue focus on ways educational psychology scholarship can and should strive to inform education policy. In this commentary, I describe how each of the articles speaks to policymakers’ (ranging from those in decision-making positions in school districts to legislators) use of research evidence. In addition, I present my thoughts on some of the challenges educational psychologists face in their efforts to inform policy with research. I will conclude my commentary with thoughts on the kind of training scholars must have to ensure their research is accessible to those who develop and make decisions on policy.