Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities

Abstract

ABSTRACT School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists’ engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science, into consultation. Equitable implementation occurs when strong equity components (e.g., trusting relationships, community-defined evidence) are integrated into the implementation process to facilitate quality delivery of programs. With this perspective and an illustrated case study, we hope to provide actionable steps for researchers and practitioners to center disrupting problematic ecologies and advancing equity as foundational in their consultation. We also reflect on opportunities, challenges, and implications for training and practice that are aligned with the NASP 2020 Practice Model.