Investigating the significance of social justice in educational psychology practice – A systematic literature review

Abstract

The Aim:This article aimed to investigate the empirical evidence for the significance of social justice in educational psychology practice.Method/Rationale:The social justice agenda is at the forefront of present political consciousness. The concept of ‘social justice’ has entered the discipline of psychology, in particular counselling (Winter, 2015) and community psychology (Fondacaro & Weinberg, 2002), and its relevance to psychology is debated (Arfken & Yen, 2014). Educational psychologists are situated in a prime position to promote social justice through their work with children, young people, parents and professionals. A rigorous systematic literature review was undertaken to find and synthesise empirical research relevant to the question: ‘what is the significance of social justice in educational psychology practice?’Findings:The research base gives positive support to the significance of the concept of social justice in educational/school psychology practice, highlighting themes of: advocacy, equity, inclusivity, opportunity and resources.Limitations:The studies included investigated the views, in relation to social justice, of trainee and qualified school psychologists; however, all included studies were located in the USA.Conclusions:Future research should extend to exploring the significance of social justice to psychologists working in educational systems in different countries and social contexts.