Educational psychologists in most parts of the world report that they take ecological approaches to their work. But what does working ecologically mean? How do we recognise ecological practice? This article discusses some salient aspects of the practice of psychologists who say they work ecologically. The first section of the paper presents a global perspective on current practice, considering critical points of the journey of educational psychology from its inception to the present day. This brief history highlights important features of current practice by contrasting them with previous ways of working. It makes reference to a selected number of the many theories that have influenced the progression of educational psychology. The history is followed by more detailed discussion of the particular theory currently emphasised in educational psychology literature. This discussion is built around four emerging themes in ecological practice: 1. Multi-systemic units of analysis. 2. Collaboration in multiple relationships. 3. Supportive learning environments. 4. Evidence-based practice. To illustrate the practical application of each of these elements, the article refers to examples of New Zealand practice in which the ecological themes are evident.