Alternative education programs or schools can be defined in several ways, and individuals may have various perspectives on what alternative programs are expected to be. For some, alternative placements may be seen as a setting for students who experience difficulty within public schools, some may think of an exclusive boarding school, or some…

Intervention fidelity is the extent to which an individual- or systems-level student intervention is delivered comprehensively in a manner aligned with the initial plan. This first installment in a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended and introduces…

Each year, the NASP Social Justice Committee selects a theme to help focus efforts and increase awareness within the school psychology community. This year's theme is alternative education programs, which can include a wide range of placements with varied goals and purposes. Alternative programs are educational placements that serve youth whose…

School psychologists encounter ethical dilemmas repeatedly within the complex educational settings in which they work. The most common dilemmas identified through a survey of member practitioners from the National Association of School Psychologists (NASP) related to issues of child abuse (28%), risky child and adolescent behavior (25%), tensions…

In recent years, more and more information has emerged about the high prevalence and impact of childhood trauma. In response to many calls for more work and more resources on how best to support trauma-exposed youth, the National Association of School Psychologists (NASP) Social Justice Committee selected this topic as its programmatic focus for…

While the research on report-writing time is sparse, there is evidence--some empirical, some anecdotal--that school psychologists are devoting more time than ever to report writing. Critics of common report writing practices have been calling for reforms for decades, proposing that reports should be more relevant, readable, and useful (Brenner,…

Empirical investigations have found trauma to be disproportionately concentrated in and experienced by minoritized communities (Gherardi et al., 2020; Muldoon et al., 2021). Although trauma also occurs as a result of natural disasters or accidental events, the effects of these traumas tend to be less severe than those resulting from events of…

Advocating for social justice is one of the National Association of School Psychologists' (NASP's) five strategic goals, and school psychologists have an ethical and professional responsibility to ensure that all children and youth receive what they need for their educational success. In part 1 of this series the authors proposed that climate…

The May 2021 "Communiqué" article, "Professional Practice: Disruptive Innovation Defines Leadership Opportunities: Membership Engagement," explored how the National Association of School Psychologists (NASP) and state associations transitioned with disruptive innovation practices to support members during the COVID-19 pandemic.…

School psychologists supporting children and families who are from low-income and economically marginalized (LIEM) backgrounds has been the theme of a series of "Communiqué" articles authored by National Association of School Psychologists (NASP) Social Justice committee during this academic year. Previous articles have focused on…

Prior to the COVID-19 pandemic, the National Association of School Psychologists (NASP) Social Justice Committee (SJC) chose the theme of health disparities as the focus of the committee's work for the 2020-2021 school year. The pandemic underscored the importance of this theme and school psychologists' understanding of health disparities through…

Recognition and acknowledgement of cultural variables are cornerstones of ethical school psychology practice (National Association of School Psychologists [NASP], 2010b). School psychologists are expected to possess knowledge about diversity factors and how they impact students and have the skills to effectively serve children and families of all…

Mirroring national dialogue in the United States, intersectionality is gaining traction in school psychology practice and research. In fact, work (e.g., National Association of School Psychologists [NASP], 2017b; Proctor, Kyle, Fefer, & Lau, 2018) in the school psychology literature and research is influencing the way other education related…

School psychologists have a responsibility to promote positive outcomes for children that includes removing systemic barriers for our most marginalized students. The current political climate surrounding the movement for racial justice should inform our service provision to schools, students, and their families. Racism and implicit bias are at the…

This article is part of a year-long series facilitated by the National Association of School Psychologists (NASP) Social Justice Committee (SJC) highlighting the impact of health disparities on youth through a social justice lens for school psychologists. Historical and systemic racism and instructional inequities contribute to mental health…