The role of school psychologists in Italy is undefined and insufficiently integrated into their inclusive education system. Unlike in countries like the United States, where school psychology is a well-established profession, Italian school psychologists receive limited training and primarily engage in direct interventions, such as interviews and consultations, with minimal involvement in assessment teams or advocacy for special educational provisions. The training for school psychologists in Italy lacks structured programs, specialized graduate pathways, and clear professional guidelines. Most psychologists working in schools are trained as psychotherapists, providing various services without established guidelines or legislative frameworks to organize these services or define the roles of those contributing to their delivery. The absence of national guidelines, standards for school psychology practice, and a professional association for oversight has led to inconsistent roles, competencies, and functions among school psychologists nationwide. To address these challenges, this dissertation advocates for the development of a specialized training program aligned with international standards and establishing a national certification framework supported by the necessary infrastructure. Redefining the role of school psychologists within Italy's inclusive education system ensures professionals who are well-prepared to translate research into practice, deliver enhanced support for students with special needs, and cultivate inclusive educational environments. These efforts further help bridge the gap between research, policy, and practice while contributing to advancing educational psychology on a global scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]