Many psychologists working in schools acknowledge how their work contributes to the reproduction and mitigation of societal injustices. While professionals engaged in education systems and classrooms may hope to achieve the latter, disciplinary conventions can compete with best intentions. In response, psychologists working in schools have recently been encouraged to realize anti-oppressive schooling by practicing what is referred to as critical school psychology. Although potentially new for school psychology, critical work bridging education and psychology has been available for some time in North America and internationally. To encourage the use of psychology in support of justice and in resistance to oppression, we review some of this work and invite those interested to consider psychosocial justice as an ethical orientation to enmeshed theory~practice. The purposeful engagement of critically informed work from outside traditional divisional silos will not eradicate every problem facing schools today, but such action will, at the least, provide concerned practitioners options for collaborative knowledge-making and more preferred ways of working.