Introduction. The issue of homework is one of the most acute and relevant for modern schoolchildren, as well as for their parents and teachers. While educators do not doubt the benefits of homework to improve learning skills and foster independence, students often respond with reluctance to complete it. In Russian psychology, there is a lack of diagnostic tools for assessing different types of homework motivation. The aim of this study was to develop a new diagnostic instrument for assessing homework motivation among students in grades 3-11 of secondary schools. Methods. The proposed Homework Motivation Questionnaire (HMQ) assesses three characteristic types of motivation – autonomous motivation, introjected motivation, and external motivation; the theoretical foundation of the questionnaire is Self-Determination Theory. To test the validity of the questionnaire on a large sample of students from elementary, middle, and high school (N=1854), measures of satisfaction of basic psychological needs at school, academic performance, perseverance, as well as satisfaction with school, teachers, family, and self were used. Results. Analysis of the factor structure and psychometric properties of the questionnaire showed that it is characterized by acceptable indices of internal consistency and a factor structure consistent with theoretical expectations. The validity of the scales is confirmed by correlations with indicators of basic needs satisfaction at school and life satisfaction. The importance of autonomous motivation for perseverance and academic achievement is demonstrated, as well as the dynamics of the three types of homework motivation from elementary to middle and high school among students in mainstream schools. Discussion. A new compact homework motivation scale has been developed, which can be useful both for further research on the role of psychological predictors of homework perseverance and in the practical work of school psychologists to identify adolescents at risk of low academic performance.

Partly in response to growing public moral concern about young people’s social media consumption and how this affects their wellbeing, the Australian government has enacted legislation to limit social media access for young people under 16 years of age. While these measures are framed around improving student focus, wellbeing, and safety, public discussion has also intersected with broader anxieties about online masculinity-related content and its powerful influence on boys and young men (BYM). Within an education context, school psychologists and counsellors are increasingly called upon to respond to concerns from teachers and parents regarding the diverse range of risks that digital spaces can pose to BYM, including issues related to internet addiction, online gambling, body image, sexting, extremism, among others. While we have seen some investments in e-safety oriented educational interventions to address these issues, we have also seen notable critiques suggesting they are insufficiently informed by young people’s perspectives and priorities. Drawing from 20 interviews with Australian BYM, this article captures how a diverse cohort of BYM navigate online spaces and their perspectives on its influence in terms of their identity formation, relationships, and wellbeing. We identify four key themes present in the data: (1) negotiating addiction and self-regulation; (2) social connection, belonging, and fear of missing out (FOMO); (3) engaging in comparisons with subsequent emotional consequences; and (4) reflecting on the importance of safeguarding. The research highlights the complexity of BYM’s online experiences and challenges risk-focussed narratives by revealing their perceived agency and the context-specific strategies they use to navigate digital spaces. As educators and school-based mental health professionals consider next steps for developing effective e-safety education, we foreground the importance of adopting a strength-based approach where the experiences of young people are carefully considered.

ABSTRACT School psychologists have an ethical responsibility to deliver direct and indirect services that meet the needs of increasingly diverse U.S. youth while also working to address systemic inequities. As a core school psychology service, it is critical for consultation to evolve to explicitly integrate social justice values. Although scholars have articulated the potential for consultation as a tool for social justice, little is known about consultants’ experiences related to social justice and consultation training and practice. The purpose of this study was to provide a current understanding of consultants’ (N = 144) training, practices, beliefs, and confidence related to social justice-oriented consultation and related approaches. Findings indicated that participants received less training and felt less confident engaging in social justice-oriented consultation compared to related approaches. Thematic analysis findings highlighted key themes related to barriers and facilitators in employing social justice, systems-level and multicultural consultation in schools. Finally, results demonstrated relationships between consultants’ training and their beliefs and confidence in using consultation as a tool for social justice. Implications for training, practice, and research are discussed.

Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

School psychologists, counsellors, and guidance officers—collectively referred to as school well-being professionals (SWBPs)—play a critical role in supporting student mental health and positive educational outcomes. However, increasing student needs, expanding policy expectations, and systemic pressures have intensified demands on this workforce. This study explores how SWBPs in Queensland perceive and experience their workload and the emotional demands within complex educational contexts. Using thematic analysis and drawing on qualitative data from a larger mixed-methods study, open-ended survey responses from practising SWBPs were examined. Findings reveal widespread perceptions of high and often unsustainable workloads, long hours, competing demands, and limited capacity for preventative work. Role-based differences contributed to perceived inequities, while emotional labour and exposure to student trauma heightened risks of burnout and attrition. These results highlight the need for systemic reforms, clearer role expectations, and stronger organisational supports to sustain the SWBP workforce and ensure equitable student access to well-being services.

This article analyzes how sports and active games contribute to children’s physical health and the formation of empathy-related competencies. In contemporary educational contexts, children’s development is increasingly understood as a multidimensional process in which motor activity, emotional regulation, social interaction, and moral learning reinforce one another. Drawing on pedagogical and psychological literature, the paper synthesizes how structured physical education, team sports, and age-appropriate active games support functional growth, endurance, and healthy lifestyle habits while simultaneously shaping children’s prosocial behaviors such as cooperation, perspective-taking, respect for rules, and compassionate responses to peers. The study also considers how collective sports experiences can support civic responsibility and socially constructive attitudes by cultivating self-discipline, fairness, mutual support, and the ability to handle success and failure with emotional balance. Methodologically, the article uses a qualitative, integrative review and thematic analysis of the provided sources, with attention to the educational functions of play, the psychological mechanisms of social learning, and the practical requirements for organizing inclusive game-based activities. The results indicate that sports and games serve not only as a health-promoting tool but also as a pedagogical environment in which children rehearse social roles, learn emotional self-control, and develop empathy through repeated cooperative action. The discussion highlights implications for teachers, parents, and school psychologists regarding balanced program design, individual differences, and the prevention of sedentary lifestyles.

The psychological environment of a school has been widely recognized as a critical determinant of students’ motivation, engagement, and academic achievement. Although international research has consistently demonstrated the importance of teacher support, emotional safety, social relationships, and classroom climate in shaping learning outcomes, empirical evidence from the Indonesian senior high school context remains limited. This study examines the relationship between the school psychological environment and academic achievement among Grade 10 students in public senior high schools in Banten Province, Indonesia. A quantitative correlational design was employed, involving a purposive sample of 49 students from nine senior high schools. The school psychological environment was assessed using a five-point Likert-scale questionnaire, while academic achievement was measured using documented semester-based average scores in Mathematics and Indonesian language. Data were analyzed using tests of normality and linearity, Spearman’s rho correlation, and inferential t-tests. The findings indicate that the school psychological environment was perceived as generally positive, whereas students’ academic achievement predominantly fell within the moderate range. The Spearman’s rho analysis revealed a strong and statistically significant positive association between the school psychological environment and academic achievement (ρ = 0.531, p < 0.001). This relationship was further supported by the t-test results (t = 5.49, p < 0.05), leading to the rejection of the null hypothesis. These results suggest that a more supportive and psychologically conducive school environment is associated with higher student academic achievement. However, the predominance of moderate learning outcomes indicates the influence of additional factors beyond the psychological environment. Theoretically, this study contributes to the literature on school climate and academic achievement in developing educational contexts. Practically, the findings underscore the importance of strengthening teacher support, emotional safety, social relationships, and school policies to enhance learning quality in Indonesian senior high schools, particularly in the Banten region.

The work of the Leadership Pillar of the 2023–2024 School Psychology Futures Conference included structured conversations, resource and content development, examination and reflection, and calls to action. By briefly discussing the history of leadership in school psychology and analyzing participants’ responses, the authors describe the current state of leadership in school psychology and identify the competencies needed for school psychologists to lead social change. The authors also discuss the barriers to traditional leadership opportunities for racially and ethnically minoritized individuals and the critical need to remove these barriers. Recommendations are provided to facilitate the promotion of social change leadership in school psychology by aligning research, training, and practice. Impact Statement School psychologists must examine their profession and personal experiences as leaders for social change within their roles working with children, families, educational institutions, and communities. Reflecting on the field’s history and applying lessons learned about barriers to leadership opportunities, particularly for racially and ethnically minoritized individuals, offers an opportunity for change within the profession that can also create positive change in the settings where school psychologists work.

This article explores the complexities of practicing cultural humility as a school psychologist of color, highlighting both barriers and opportunities inherent in this work. Traditionally, school psychologists have been expected to engage in culturally responsive practices, which are rooted in cultural competency framework. However, to effectively diversify the field of school psychology and ensure practitioners are prepared to support diverse students, cultural humility—defined as a lifelong process of self-reflection, learning, and maintaining an “other-oriented” perspective—must be integrated as a foundational and dynamic framework for all training and supervision. While much of the literature emphasizes the practice of cultural humility by White practitioners working with racially and ethnically minoritized groups, limited research addresses how school psychologists of color can and should engage in this practice. Given the unique challenges faced by school psychologists of color, including experiences of race-based stress, cultural taxation, and navigating systematic racism, adopting the same approaches as White school psychologists may be inadequate or even harmful. Drawing from the lived experiences of the authors, both women of color, the article presents practical case studies in the form of testimonios and offers actionable recommendations for school psychologists of color and those who train and support them. In doing so, it aims to promote more nuanced, equitable, and sustainable approaches for fostering cultural humility in the field of school psychology.

Despite the growing body of autism-focused research, literature centered on understanding the experiences of people with autism and their families has been largely concentrated within Western countries. This study sought to identify the cultural and societal influences that school psychologists working from a cultural humility approach must understand to better support globally diverse children with autism and their families. A semistructured panel discussion with four international autism experts—chosen for their expertise, lived experiences, and efforts to improve support for children with autism and their families in their respective countries of Iran, Tajikistan, Uzbekistan, and Afghanistan—were qualitatively analyzed using thematic analysis. Three key themes arose, including (a) the importance of understanding the community's knowledge and perceptions of autism; (b) the availability and quality of autism-focused services; and (c) the broader cultural, historical, and societal factors that shape the experiences of individuals with autism and their families. These findings empower school psychologists to deconstruct the lens through which they understand and support globally diverse individuals.

Abstract Background With the accelerated development of social transformation and the digital age, college students are facing multiple pressures such as academic, employment, and interpersonal relationships. Their mental health problems are becoming increasingly prominent, and psychological crisis events occur frequently. The traditional psychological crisis intervention model for college students has limitations such as information lag, scattered resources, and low response efficiency. The flourishing development of digital technology provides a new path to solve this dilemma. The research aims to build a collaborative system centered on a digital platform that effectively integrates resources and strengths from families, schools, medical institutions, and communities (known as home school medical cooperatives) to achieve scientific prevention, precise identification, and efficient intervention of psychological crises among college students. Methods The research adopts a mixed research method that combines theory with practice. Firstly, through literature analysis and expert interviews, the pain points and digital requirements of existing collaborative models are identified. Then, an integrated digital collaboration platform was designed. The platform includes three core modules: student end, school management end, and collaboration end. Among them, the student end integrates regular psychological tests, dynamic emotional diaries, and resource navigation functions. The school management end is equipped with an algorithm based intelligent warning dashboard, task assignment, and process tracking system. The collaborative end provides a controllable information sharing portal, online consultation, and referral channel for home school medical cooperatives. The study selected a vocational and technical college to conduct a 12-month experimental research. Students were randomly divided into an experimental group (using a collaborative system, n = 1500) and a control group (using a traditional working mode, n = 1500). Collect process data through the platform and evaluate the effectiveness before and after the study using the Psychological Crisis Vulnerability Scale, Collaborative Satisfaction Questionnaire, and semi-structured interviews. Results The research results showed that during the intervention period, the identification time of high-risk students in the experimental group was shortened by an average of 67%. The sensitivity of the warning dashboard in predicting subsequent psychological crisis events is 82.5%, which is about 30% higher than traditional screening methods. The satisfaction survey showed that the satisfaction of school psychologists, participating parents, and cooperative medical institutions with the collaborative process was significantly higher than that of the traditional model (p<.01). The post test showed that the total score of psychological crisis vulnerability of the experimental group students was significantly lower than that of the control group (p<.05), and their psychological resilience factor score was significantly improved. Discussion The research results indicate that a digital based collaborative system between home, school, and medical institutions can effectively optimize workflow and improve the timeliness and precision of psychological crisis prevention and intervention for college students. The digital hub drives collaborative action through standardized processes, shifting prevention interventions from passive response to proactive management. Future research will focus on deepening cross regional medical school cooperation mechanisms and exploring more universal and low-cost technological solutions.

Using ArcGIS Pro to Increase Advocacy Efforts Around School Psychologist Shortages

Abstract Background At present, psychological crisis events on campus occur frequently, posing a severe challenge to students' safety, academic development and campus stability. Most of the current campus psychological interventions focus on emergency response after a crisis occurs, lacking systematic early identification, hierarchical management and long-term prevention mechanisms, which leads to delayed intervention, resource misallocation and short-lived effects. Evidence-based Practice emphasizes the combination of the best research Evidence, professional judgment and the needs of the recipients, providing a theoretical framework for the construction of a scientific and structured intervention system. To promote the development of campus Psychological Crisis Intervention towards precision and systematization, a set of School-based Hierarchical Psychological Crisis Intervention System based on evidence-based concepts has been studied and constructed. (S-HPCIS), and an empirical evaluation of its preliminary application efficacy was conducted. Methods The research is divided into two stages: system construction and effectiveness evaluation. During the construction phase, through literature analysis, expert interviews and current situation research on three pilot schools, crisis early warning indicators, classification standards and standardized intervention processes and toolkits corresponding to each level were integrated. During the evaluation stage, six middle schools within the region were selected for a one-year applied research. A pre - and post-test design was adopted. Before the system implementation and one academic year after its implementation, the following tools were used for evaluation: School Psychological Safety Climate Scale SPSCS, Psychological Crisis Intervention Response Efficacy Questionnaire (PCIREQ) And collect process indicators such as the incidence of crisis events, the proportion of referrals to professional institutions, and the satisfaction with system usage. The data analysis adopts paired sample t-test and descriptive statistics, with p<.05 as the standard to determine whether the difference is statistically significant. Results One academic year after the implementation of the system, the participating schools saw a significant improvement in the total SPSCS score compared to the previous test (p<.01), especially in the dimensions of teachers' perceived support and willingness to seek help. The PCIREQ assessment showed that teachers' self-scores in terms of the accuracy of crisis identification, confidence in initial intervention, and familiarity with the process were all significantly improved (p<.05). Process data shows that the number of students identified and included in the targeted attention level and above within the academic year increased by 35.42% compared with the previous academic year, while the number of serious crisis events that developed to the point of requiring urgent handling decreased by 22.39%. Discussion This study confirms that S-HPCIS can effectively enhance the campus psychological safety atmosphere, strengthen the crisis identification and intervention capabilities of educators, and prevent serious crisis events through early diversion and intervention. This system has achieved a transformation from passive emergency response to active prevention, and from single handling to hierarchical management, with good operability and applicability. Future research needs to focus on the adjustment mechanisms and long-term cost–benefit analysis under different school cultural backgrounds, in order to promote the standardization and sustainable development of the system.

This qualitative study examined the development of culturally responsive teaching self-efficacy (CRTSE) among seven teachers with demonstrated success working with culturally and linguistically diverse (CLD) students. Using a phenomenological approach, the study explored how teachers’ beliefs, identities, and instructional practices evolved through personal experiences, teacher education and professional development, and relationships with students and families. Findings highlight CRTSE as a dynamic construct shaped by critical reflection, student-centered pedagogy, and relational learning. Participants reported structural challenges in implementing culturally responsive practices but demonstrated persistence through collaboration and self-awareness. Implications are discussed for teacher preparation, professional learning, and interdisciplinary consultation with school psychologists. The findings underscore the importance of supporting CRTSE development through ongoing, context-sensitive strategies that promote equity and culturally affirming practices in diverse school settings. Impact Statement This study explores how teachers develop culturally responsive teaching self-efficacy (CRTSE) through reflection, relationships, and persistence in the face of systemic barriers. Although centered on teacher development, the findings have direct implications for school psychology practice by identifying opportunities for interdisciplinary consultation, equity-oriented professional learning, and systems-level support that promotes culturally affirming practices in schools.

This study examined artificial intelligence (AI) policies in school psychology training programs. Ninety-six faculty members from US school psychology programs completed an online survey regarding AI policies at the institution, college, and program levels and submitted policy documents. Twenty-seven percent of institutions, 6% of colleges, and 23% of programs had established AI policies. Institution-level policies more comprehensively addressed ethical considerations (100%), data privacy (71%), and diversity concerns (67%) compared to program-level policies (88%, 24%, and 24%, respectively). Program-level policies showed significant gaps in monitoring AI impacts (0%), transparency requirements (6%), and equitable access provisions (12%). Findings reveal substantial disparities between institution and program-level AI governance, with program policies inadequately addressing critical areas including data privacy, bias mitigation, and equitable access.

Although existing literature has focused on the impact of racial/ethnic discrimination on Chinese American youth mental health during the pandemic, less attention has been paid to the protective family-level processes that can buffer against such mental health risks. Guided by the dual-factor model of mental health and family systems theory, this study aimed to explore the role of affirming family communication in Chinese American youth mental health in the midst of racial discrimination. Participants were 205 Chinese American youth and their parents, who completed an online survey in the spring of 2020 during the COVID-19 pandemic. By conducting a series of path analyses, we found that affirming family communication functions as a promotive factor that counteracts the negative impact of prepandemic peer discrimination on youth externalizing problems. However, the positive influences of affirming family communication on internalizing problems and subjective well-being were weakened when Chinese American youth faced high levels of COVID-19-related peer discrimination. The findings offer implications for school psychology practice by underscoring how to engage with families to promote youth mental health in the context of racial discrimination. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Multi-tiered systems of supports (MTSS) offers a framework for schools to provide equitable learning opportunities. However, implementing MTSS with fidelity can be challenging due to limited resources that many schools experience. As a result, more educators are turning to artificial intelligence (AI) tools as a solution to resource limitations. This article examines how AI tools can strengthen MTSS, specifically, improvements to inclusive practices, data analysis, intervention implementation, progress monitoring, personalized learning, student engagement, and teacher efficiency. The article also examines potential risks related to using AI tools within MTSS such as ethical considerations, data security, data quality, bias potential, financial limitations, and professional development needs. Additionally, practice implications are provided to guide school psychologists in leading responsible AI implementation within MTSS frameworks.

ABSTRACT As schools refine problem‐solving processes within a Multi‐Tiered Systems of Support (MTSS) framework, a brief, psychometrically‐sound measure that evaluates effective intervention practices is needed. The Problem‐Solving Team Effectiveness Scale was one such measure, but clinical feedback and comparison to best practices suggested a need to update the measure. The current study outlines the development of the Problem‐Solving Team Effectiveness Scale‐Revised and examines psychometric properties with a sample of 492 school counselors and school psychologists. We found evidence supporting four factors: Acceptability and Feasibility, Data‐Based Decision Making, Services to Minoritized Students, and Intervention Knowledge and Integrity. Scale reliability was adequate, and subtest intercorrelations and regression analyses with related measures provided initial evidence of construct validity. For further validity evidence, the survey differentiated between MTSS implementation stages. We review implications for problem‐solving teams monitoring effective practices and describe future research directions.

Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis.

<p><strong>Context and relevance.</strong> Family-based care for children is a priority for Russian state policy, despite positive trends in deinstitutionalisation. However, systemic issues with supporting foster families remain. The relevance of our study stems from a contradiction between the importance of placing children in families and the lack of effectiveness of existing support systems, which often fail to consider the dynamics of the whole family as a unit, hindering successful integration. <strong>Objective</strong><strong>.</strong> This study aims to highlight the importance and shortcomings of fostering family support through a systemic approach, analyzing support practices in Moscow. <strong>Hypothesis</strong><strong>.</strong> The central hypothesis of our research is that the main problem lies in a fragmented, child-centred approach to support, which ignores the foster family as part of a system undergoing change, reducing the effectiveness of integration and adaptation. <strong>Methods and materials</strong><strong>.</strong> Our research consists of two parts: the first involves constructing a systemic understanding of the fostered child and substitute family, while the second compares declared support policies with real-life experiences of families through analysis of data from foster parent communities (the "Change One Life Foundation") and interviews with foster parents themselves. <strong>Results</strong><strong>.</strong> Analysis reveals that current support systems (psychologists, social workers, school psychologists etc.) are formal and fragmented, focusing primarily on the child, duplicating the functions of guardians, and ignoring the need for working with the whole family system. This leads to isolation of the child within the family, increasing systemic tensions. <strong>Conclusions</strong><strong>.</strong> To improve support effectiveness, we need a shift towards a comprehensive system working with foster families as a whole, involving close collaboration between state agencies, educational institutions and NGOs. This would require a shift in mindset from control to partnership, empowering foster families to actively participate in overcoming challenges.</p>