Compared to other professional psychology disciplines, the field of school psychology has some of the lowest percentages of full-time faculty who are racially and ethnically minoritized (REM). This signifies an urgent problem for many reasons, including a mismatch between faculty and the increasing diversity of K-12 students and school psychologists’ central role in providing services to all students. The field of school psychology has made little progress on fostering a student-to-faculty pipeline for REM individuals. In this conceptual paper, we propose applying the critical school psychology framework to address the leaky pipeline. Through the lens of the framework, we highlight three primary leaks in recruiting and retaining REM students and faculty. Applying the framework, we articulate the new knowledge and spaces that are needed in school psychology programs. Additionally, using an autoethnographic approach, we describe the lived experiences of the authors to make connections to the larger social, cultural and political issues underlying the leaky pipeline. In doing so, we highlight the role that programs, universities, and the field play in challenging oppressive practices and promoting practices that bring about equitable and liberatory education and mental health services for all children and families. Impact Statement In this conceptual article, we highlight the primary challenges that school psychology programs face in effectively recruiting and retaining racially and ethnically minoritized faculty. Using the critical school psychology framework, we weave together the extant literature and our own lived experiences to advocate for the new knowledge and spaces that are needed in school psychology graduate preparation programs. In doing so, we offer strategies to advance graduate and faculty preparation through a social justice lens in alignment with the goals of the 2023-24 Futures Conference.

ABSTRACT We consider long-term impacts of establishing school psychology offices in Norway. In the 1960s, these offices assessed school readiness resulting in increased postponement of schooling for children born late in the year. We find a positive effect of establishing offices in the 1967–1970 period on adult income, with stronger effects for younger children in each cohort, males, and children in low-income families. After a legislative change in 1976, the offices could reject applications for delayed school entry. In this period, we find no overall benefits of establishing an office, and negative effects on adult earnings for males and disadvantaged children.

To investigate the association between maternal depressive symptoms and adolescent suicidal ideation, and to examine the chain mediating roles of childhood trauma and ineffectiveness. A cross-sectional online survey was administered by school psychologists to 4 157 mother-adolescent pairs from middle schools in Shanghai and Henan, China. Measures included the Center for Epidemiological Studies Depression Scale, the Childhood Trauma Questionnaire, and the Children's Depression Inventory. Using Bootstrap method to examine the chain mediating effect of childhood trauma and ineffectiveness on the relationship between maternal depression symptoms and adolescent suicidal ideation. The prevalence of maternal depressive symptoms was 17.68% (735/4 157); among adolescents, the prevalence of depressive symptoms was 15.49% (644/4 157), and suicidal ideation was 28.19% (1 172/4 157). Adolescent depressive symptoms and suicidal ideation were positively correlated with maternal depressive symptoms, childhood trauma, and ineffectiveness (all P<0.01). Childhood trauma significantly mediated the association between maternal and adolescent depressive symptoms (95%CI: 0.046 9-0.077 2). The chain mediation of childhood trauma and ineffectiveness in the association between maternal depressive symptoms and adolescent suicidal ideation was also significant (95%CI: 0.000 7-0.001 3). Higher maternal depressive symptom levels are associated with a greater likelihood of adolescents' exposure to childhood trauma, which increases adolescents' ineffectiveness and, in turn, is associated with suicidal ideation. This chain effect has important implications for social interventions targeting adolescent depression.

Cultural humility offers a framework for promoting equity and guiding personal and professional growth in school psychology practice. The presence of cultural humility in supervision can enhance the supervisory relationship and improve client outcomes. This article reviews relevant literature and presents practical strategies for embedding cultural humility into school psychology supervision. Drawing on established multicultural training models to promote self-awareness, knowledge, and skills, we present actionable strategies supervisors can use throughout the supervisory relationship.

The relationships, culture, and knowledge-making of minoritized communities are what inform transformative, culturally responsive, and sustaining solutions to addressing students’ social, emotional, and academic development. For researchers in educational and school psychology, initiating and sustaining relationships with communities can be a particular challenge, especially in the context of university expectations. The purpose of this paper is to highlight how cultural humility must be the foundation for meaningful and authentic community-based research that could lead to culturally sustaining and valid practices. The article includes a discussion of the fundamental importance of relationality in this type of research and provides specific examples of how researchers have initiated and established community-based research partnerships through cultural humility.

Graduate education in school psychology serves as the foundation for the future of the profession, shaping the knowledge, competencies, and commitments of the next generation of school psychologists. As the field expands in scope and complexity, preparing highly skilled professionals through rigorous and innovative graduate programs has never been more critical. This special topic section on Advancing Graduate Education in School Psychology addresses ethical training for school psychology students, culturally responsive support models for Women of Color in school-based mental health, and systemic workforce challenges such as the post-pandemic shortage of school psychology faculty. Additional contributions highlight the preparation of school psychologists for practice in alternative education settings, the development of competencies for bilingual certification to meet the needs of multilingual learners, and the importance of wellness for graduate students. This special topic section underscores the importance of aligning graduate preparation with the evolving needs of students, schools, and communities. Impact Statement Graduate education is the foundation for preparing future school psychologists who can meet the complex needs of today’s students and schools. This special section highlights innovative approaches to training, including ethics preparation, culturally responsive supports, bilingual competencies, faculty recruitment, wellness, and preparation for diverse educational settings. Together, these articles show how advancing graduate education strengthens the pipeline of school psychologists and ensures the profession remains responsive, resilient, and equity-focused.

The present study intended to explore the measurement of attachment, self-esteem and creativity in twins and non-twins siblings. The sampling technique used in this study was convenient sampling. The sample for the present study comprised of (N = 225) including twins (n=87) and non-twins (n=138). The current research was based on correlational survey research design. The scales used in the present research were sibling relationship questionnaire SRQ scale (Furman &amp; Buhrmester, 1985), Rosenberg Self-Esteem Scale (Rosenberg, 1965) and Creative self-efficacy scale (Karwowski 2012) were used to measure attachment, self-esteem and creativity. Multiple statistical analyses were conducted, including descriptive statistics, reliability analyses, regression analysis, T-test and Pearson correlation of the variable. Psychometric properties of the scales were satisfactory. Pearson product moment correlation indicated that attachment has significant positive correlation with creativity and is not correlated with self-esteem. Furthermore, it also indicated that creativity has significant positive correlation with self-esteem. Linear regression analysis indicated that attachment positively predicts creativity. The results of the present study will be constructive for health psychologists, school psychologists, counselors and educational institutes.

BackgroundOne of the challenges of detecting cases of pupils with child psychiatric disorders is the specialized knowledge and skills that the members of the school multi-disciplinary team are required to possess, so that students are neither under-diagnosed nor referred to the specialists unnecessarily. It is important that there is harmonious collaboration between the multi-disciplinary team members as well as with parents and community agencies.MethodsThe aim of the research is to examine ways of prompt and valid detection of child psychiatric disorders of students in primary schools and their referral to specialized organizations. A qualitative methodology is applied, where the Case Study is five Primary Mainstream Schools. The sample is school social workers and psychologists, general and specialist teachers and community stakeholders. The instrument used is semi-structured interviews.ResultsThere is a noticeable increase in the number of pupils with child psychiatric disorders after the covid-19 pandemic, as well as in the number of cases of students with co-morbidities, and therefore there is a need to design relevant Protocols.ConclusionsIt is highlighted the importance of effective inter-disciplinary and inter-agency collaboration and the provision of specialized programmes to enhance students’ mental resilience. There is an urgent need to implement programmes to improve students’ social and emotional skills.Key messages• It is crucial for school social workers and school psychologists to participate in in-service training seminars and to adopt the method of students’ participation behaviour in the classroom and during break time, as well as the seamless interdisciplinary collaboration both between the multidisciplinary team members and with parents and community stake holders.• It is critical for a prompt and reliable detection and management of child psychiatric disorders of pupils in primary education to use close cooperative strategies. This can be achieve by working together all the school staff environment such as general and special teachers, school social workers, school psychologists and the director of the school. Interagency collaboration is also of paramount importance with child prosecutor and the community social worker and child psychiatric centers.TopicChild psychiatric disorders, detection, primary education.

The relevance of this study is due to the growing interest of modern Russian literary studies in the works of national (transcultural) authors who write in Russian rather than their native (ethnic) language, and in the specifics of psychologism in their Russian-language works. The article examines the poetics of psychologism in the short Russian-language prose of Zinaida Fyodorovna Katkova, a Mari writer of the second half of the 20th century, based on six of her short stories published between 1958 and 1979: "The Stranger" (1958), "The Return" (1964), "Little Samar" (1969), "Help Me Fall in Love with You" (1972), "The Unexpected Guest" (1975), and "For the Sake of Love" (1979). These stories have never been the subject of special literary analysis in regional or national studies, either in terms of psychological analysis or in any other aspect. The work uses a system-typological method, a comparative-historical analysis, and an in-depth textual analysis aimed at identifying the artistic features of psychologism in Zinaida Katkova's short Russian-language prose. Based on the analysis of Zinaida Katkova's short stories from different years, the article traces the evolution of psychologism in her Russian-language prose, from socially conditioned psychologism to existential psychologism. The article reveals the special role of artistic details in the short prose of a Mari writer in revealing the inner world of characters, and analyzes specific techniques for creating psychological portraits. The author pays great attention to the compositional features of the stories and the speech characteristics of the characters as means of psychologizing the narrative. It is concluded that Zinaida Katkova's work is of significant interest for studying the specifics of psychologism in the Russian-language prose of national authors and deserves further careful research as an original artistic phenomenon that organically combines the traditions of the Russian psychological school and the national worldview.

Mental health is a state of wellbeing in which an individual realizes their abilities and can cope with the normal stresses of life (Bohare & Tiwari, 2020). These individuals are productive in their work, life, and communities. These people can manage their mental health challenges which can range from high to low (MHFA, 2020). Research is showing a growing need for expanding mental health support in K-12 schools. Schools are in a unique position to address today’s mental health crisis among members of the education community. (Mcluckie et al., 2014; National Association of School Psychologists, 2015; Ormiston et al., 2021). In a study of 180 school teachers, nearly 50% scored about the threshold for depression and correlated their mental health to the demands of their job (Borrelli, et al, 2014). Poor mental health in educators is associated with high job demands and low support. Longitudinal research has indicated that educators struggle with burnout, alcohol consumption, and depressive symptoms (Schonfeld et al., 2017). Early intervention strategies and awareness education can prevent mental health symptoms from getting worse even before the individual needs to seek professional treatment (MHFA, 2020).

The All-Russian Scientific and Practical Conference with International Participation “Bolshunov Readings: Psychology and Culture”, held on October 8, 2025, represents a significant event in the scientific life of the Russian psychological community. This article analyzes the scientific content of the conference, which was timed to coincide with the anniversary of Natalia Yakovlevna Bolshunova – Doctor of Psychology, professor, and founder of the scientific school “Development of Individuality and Subjectivity in the Forms of Children’s Subculture”. The work reveals the scientific significance of the forum through the prism of the celebrant’s multifaceted contribution to psychological science and practice. Special attention is given to current issues of sociocultural development of the individual, the psychology of subjectivity, and spiritual and moral development in modern conditions. The conference proceedings reflect the productive development of research areas initiated and developed by N. Ya. Bolshunova over the course of her decades of fruitful scientific and pedagogical work.

Mental health is a state of wellbeing in which an individual realizes their abilities and can cope with the normal stresses of life (Bohare & Tiwari, 2020).These individuals are productive in their work, life, and communities.These people can manage their mental health challenges which can range from high to low (MHFA, 2020).Research is showing a growing need for expanding mental health support in K-12 schools.Schools are in a unique position to address today's mental health crisis among members of the education community.(Mcluckie et al., 2014; National Association of School Psychologists, 2015;Ormiston et al., 2021).In a study of 180 school teachers, nearly 50% scored about the threshold for depression and correlated their mental health to the demands of their job (Borrelli, et al, 2014).Poor mental health in educators is associated with high job demands and low support.Longitudinal research has indicated that educators struggle with burnout, alcohol consumption, and depressive symptoms (Schonfeld et al., 2017).Early intervention strategies and awareness education can prevent mental health symptoms from getting worse even before the individual needs to seek professional treatment (MHFA, 2020).health challenges (MHFA, 2020).However, in a study of 180 school teachers, nearly 50% scored about the threshold for depression and correlated their mental health to the demands of their job (Borrelli, et al, 2014).Longitudinal studies have revealed that educators often face challenges such as burnout, alcohol consumption, and depressive symptoms (Schonfeld et al., 2017).Implementing early intervention strategies and awareness education can help mitigate the worsening of mental health symptoms before professional treatment becomes necessary (MHFA, 2020).As more research related to mental health and education begins to emerge, it is essential that these conversations become amplified, and an emphasis placed on school leaders to look for ways to support the mental health and wellbeing of educators.Studies show that with proper care and treatment, people with mental health challenges can improve their condition and recover (MHFA, 2020).As we enter a post-COVID-19 world, and work with educators who struggle with mental health challenges, school leaders can learn ways to support teachers and principals with early intervention techniques.

In this article, I seek, through an experience report, to demonstrate how the access intimacy can become a facilitator for the permanence of students with disabilities in high school integrated into technical education at the Federal Institute of Education, Science and Technology of Santa Catarina (IFSC). Access intimacy is a concept named by American author Mia Mingus in a 2017 essay, which can be described as that occasion when a person feels good with someone else when their access needs are being met. The theoretical perspective with which I analyze the experience report is Feminist Disability Studies, above all, based on the Social Model's conception of disability and the concepts of dependence, interdependence and ethics of care. The methodology I use is PesquisarCOM through an experience report as a school psychologist at that institution. As a result, I aim to affirm access intimacy as an important resource for interpersonal relationships between people with and without disabilities – in addition to legal educational guarantees – for remaining in school and an effectively more inclusive experience in contrast to advances in thought conservative in relation to the presence and rights of people with disabilities to school education.

The Bounce Back for Classrooms (BBC) program was originally developed for Native American youth in Montana to increase awareness of the effects of trauma and build skills to promote resilience. This study employs cultural humility to inform adaptations to BBC for implementation in an urban, Mid-Atlantic school district serving predominantly African American/Black and Hispanic/Latine students. We applied the ecological validity model and reported adaptations using the Framework for Modification and Adaptation—Enhanced. We examined: (a) teacher and clinician perspectives on the cultural relevance of BBC and (b) changes in cultural relevance throughout implementation. We used a multi-method approach to analyze quantitative and qualitative data collected from nine clinicians and 22 teachers from second through sixth grade at 10 different schools across the 2022–2023 and 2023–2024 school years. Results suggest clinicians and teachers held favorable views of the fit and cultural relevance of BBC with improvement between the two years. Teachers’ ratings on cultural relevance were significantly higher (more relevant) than clinicians’ ratings. Most clinicians made some level of modification to BBC lessons during implementation, addressing length, sequence, classroom management approach, format, literacy level, and to provide culturally relevant examples and resources. Limitations and future directions for school psychologists are considered.

There is an overwhelming wave of refugee youth in need of secondary education and support in countries which restrict access to education. Refugee primary education, however, has largely been the focus within the literature which limits our understanding of the unique problems refugee secondary school students face and potential interventions needed to ameliorate these issues. This study elucidates the concerns of and ways that refugee teachers at informal secondary schools promote change during school consultation in a country that prohibits refugee education. The purpose of this qualitative study was to identify the problems, interventions, and outcomes discussed during consultation with refugee teachers in secondary informal learning centers in Malaysia. Eleven teachers participated as consultees (9 refugees; 2 Malaysian citizens; 6 female-identifying; average age of 33). Problems raised during consultation sessions included refugee student engagement and learning, behavior, refugee student and teacher mental health, teacher self-efficacy, and systemic challenges unique to the refugee context. Interventions discussed included academic engagement, behavior management, and emotion regulation. Teachers cited improvement in student academic engagement, behavior, motivation, and emotions. The discussion section underscores the importance of identifying culture-specific problems and interventions in a global school consultation context, with implications for school psychology practitioners.

The scientific psychological school of B.G. Ananyev had been developing between 1944 and 1965 and maintained a close connection with the psychological school of V.M. Bekhterev. Its distinctive features include an anthropological orientation and a comprehensive approach to studying the human being as a subject of consciousness and activity. The article examines the school’s personnel, teaching activities, conceptual foundations, institutional framework, and key achievements.

Supplemental Material for Diversity Representation of Editorial Boards From Seven School Psychology Journals

Concepts of sense formations are now somewhat controversial and fragmentary, which complicates purposeful work with them in the course of psychological correction and education. The meanings of the subject of activity, as well as the natural prerequisites of the individual’s meanings, are still very poorly clarified. The aim of the research was to find for new methodological bases for the creation of a holistic and multilevel theoretical model of meaning formations, with an emphasis on their emotional aspects. Theoretical method of ascent from the abstract to the concrete in its modernized Hegelian version is aimed at analyzing the formation of essential properties of any developing formation in the course of its real development. Meanings, like many psychological phenomena, are human (for there are no “inhuman” meanings), manifesting the essential nature of man. From this point of view, the above method of “ascent” is productive for creating a multilevel model of forms of meaning formations. In general, the work shows the possibility of “linking” the forms of meanings to four levels of ontogenesis: an individual, subject of activity, personality and integrative individuality. The prerequisites of the individual’s meanings (dominant) are revealed, the operational-target meanings of the level of the subject of activity are specified, the features of understanding of personal meaning in existential and humanistic interpretation are revealed. In the key of approaches of cultural-historical psychology the concept of “conventional-normative personal meanings” is introduced. Connections of meanings with emotional aspects are traced. The results of the work are applicable to the construction of a unified theory of meanings, as well as in the practice of their education and correction. The genesis of integrative individuality at “ascent” allows to understand the peculiarities of its meaning-life experiences, the emphasized connection of which with some emotional aspects is significant for the work of a school psychologist.

Despite antisemitism being deeply rooted in US culture and despite recent dramatic increases in reported rates of antisemitic activities, there is scant literature that speaks to ways in which school psychologists can support Jewish students. This article seeks to address this gap, providing detailed information about US Jewish history and antisemitism through a multicultural and social justice lens. Suggestions for enhanced school psychology practice are provided, with an emphasis on centering and amplifying Jewish voices, particularly as relates to understanding antisemitism and treating concerns raised by Jewish students seriously and with dignity. Impact Statement This article provides contextual information and several recommendations for ways in which school psychologists can support Jewish youth.

Abstract This study explores the experiences of school psychologists supporting students with special educational needs in inclusive elementary schools across Kosovo and Albania. Using a qualitative phenomenological design guided by Bronfenbrenner's Ecological Systems Theory, data were collected through virtual focus group discussions and analysed using interpretative phenomenological analysis. Findings revealed five key themes: early identification and role negotiation, systemic resource limitations, individualized education plans as living documents, collaboration with families and emphasis on children's emotional and developmental needs. Psychologists reported challenges such as role ambiguity, heavy caseloads, limited resources and parental stigma, yet also demonstrated resilience, advocacy and creativity in advancing inclusion. The study highlights the critical but underutilized role of psychologists in inclusive systems, emphasizing the need for reduced caseloads, professional development, stronger family engagement and systemic investment. Findings contribute to regional and international debates on advancing equitable, evidence‐based inclusive education practices.