School Psychology Review (SPR)

PlaceholderSchool Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology.

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NASP is pleased to announce a new partnership with the Routledge, Taylor & Francis Group (RT&F) for the publishing of School Psychology Review (SPR). A leading publisher of high quality online academic journals, RT&F is positioned to build on and expand the long-term success of SPR as school psychology’s premier peer-reviewed journal. Read More

Full access to School Psychology Review (SPR) is restricted to NASP Members only. Non-members may view and purchase archived content. Please consider joining NASP or renewing your membership for full access.

Current Issue

Preventing School Violence and Promoting School Safety: Contemporary Scholarship Advancing Science, Practice, and Policy
Volume 50, Issue 2-3, 2021, Page 131-142

History and Future of School Safety Research
Volume 50, Issue 2-3, 2021, Page 143-157

Safe Places to Learn: Advances in School Safety Research and Practice
Volume 50, Issue 2-3, 2021, Page 158-171

A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research
Volume 50, Issue 2-3, 2021, Page 172-190

School Securitization and Its Alternatives: The Social, Political, and Contextual Drivers of School Safety Policy and Practice
Volume 50, Issue 2-3, 2021, Page 191-205

Good Intentions Are Not Enough: Centering Equity in School Discipline Reform
Volume 50, Issue 2-3, 2021, Page 206-220

Addressing School Safety Through Comprehensive School Climate Approaches
Volume 50, Issue 2-3, 2021, Page 221-236

Guns, School Shooters, and School Safety: What We Know and Directions for Change
Volume 50, Issue 2-3, 2021, Page 237-253

Centering Race to Move Towards an Intersectional Ecological Framework for Defining School Safety for Black Students
Volume 50, Issue 2-3, 2021, Page 254-273

Unequally Safe: Association Between Bullying and Perceived School Safety and the Moderating Effects of Race/Ethnicity, Gender, and Grade Level
Volume 50, Issue 2-3, 2021, Page 274-287

Associations Between Community-Level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions
Volume 50, Issue 2-3, 2021, Page 288-302

An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools
Volume 50, Issue 2-3, 2021, Page 303-315

School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students
Volume 50, Issue 2-3, 2021, Page 316-329

School Resource Officers’ Roles Differ in the Prediction of Nonviolent and Serious Violent Incidents
Volume 50, Issue 2-3, 2021, Page 330-343

Trauma-Informed Care in Schools: Perspectives From School Resource Officers and School Security Professionals During Professional Development Training
Volume 50, Issue 2-3, 2021, Page 344-359

The Influence of School Resource Officer Presence on Teacher Perceptions of School Safety and Security
Volume 50, Issue 2-3, 2021, Page 360-370

Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools
Volume 50, Issue 2-3, 2021, Page 371-387

Teacher Support for Zero Tolerance Is Associated With Higher Suspension Rates and Lower Feelings of Safety
Volume 50, Issue 2-3, 2021, Page 388-405

Teacher Perceptions Matter: Psychometric Properties of the Georgia School Personnel Survey of School Climate
Volume 50, Issue 2-3, 2021, Page 406-419

Patterns and Pathways of Peer Victimization Across the Transition to Middle School
Volume 50, Issue 2-3, 2021, Page 420-440

Perceptions of Emotional and Physical Safety Among Boarding Students and Associations With School Bullying
Volume 50, Issue 2-3, 2021, Page 441-453

Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, and Considerations
Volume 50, Issue 2-3, 2021, Page 454-468

School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence
Volume 50, Issue 2-3, 2021, Page 469-483

Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model
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COVID-19 and School Psychology: Contemporary Research Advancing Practice, Science, and Policy
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A Qualitative Study of School Psychologists’ Perceptions of Social Justice
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Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
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Reckoning With Ourselves: A Critical Analysis of White Women’s Socialization and School Psychology
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Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice
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Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability
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Reconceptualizing Educational Contexts: The Imperative for Interprofessional and Interagency Collaboration in School Psychology
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Centering Families: Advancing a New Vision for School Psychology
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Dismantling Systemic Inequities in School Psychology: Cultural Humility as a Foundational Approach to Social Justice
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Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners
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Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students
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The Role of Target Behaviors in Enhancing the Efficacy of Conjoint Behavioral Consultation
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The Effect of Solution-Focused Scaling and Solution-Focused Questions on Expectancy and Commitment
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A Grounded Theory of Model School Psychology Internship Supervision
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Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology
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Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology
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Reflections on the Progress and Future Directions of Social, Emotional, and Behavioral Assessment Within a Multitiered System of Support
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A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior
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Combining MTSS and Community-Based Mentoring Programs
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Caregiver Perspectives on Schooling From Home During the Spring 2020 COVID-19 Closures
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Developing and Investigating the Promise of Early Measurement Screeners
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Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade
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Online Teaching Self-Efficacy, Social–Emotional Learning (SEL) Competencies, and Compassion Fatigue Among Educators During the COVID-19 Pandemic
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Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: Advancing Research Through Reflections on the Past Decade
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Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks: A Closing Commentary—Looking Back to Move Forward
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An Initial Evaluation of the Helping Students at Risk for Suicide Professional Development Workshop
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Integrating a Culturally Responsive Lens Into Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks
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Practices and Perceptions in Manifestation Determination Reviews
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Are There Cognitive Profiles Unique to Students With Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children–Fourth Edition Scores
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Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
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A Systematic Review of School Teleconsultation: Implications for Research and Practice
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Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach
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Relations Among Peer Victimization, Aggression, and School Climate Among Elementary School Students in China
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Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic
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Understanding Protective Factors for Suicidality and Depression Among U.S. Sexual and Gender Minority Adolescents: Implications for School Psychologists
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Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19
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Examining Bridges in Mathematics and Differential Effects Among English Language Learners
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School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology
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Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review
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School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools
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Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology
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On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School
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School Personnel and Parents’ Concerns Related to COVID-19 Pandemic’s Impact Related to Schools
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The Effect of a Tablet-Mediated Flashcard Intervention on the Acquisition and Maintenance of Sight-Word Phrases
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Changes in Parenting Practices during the COVID-19 Pandemic: Child Behavior and Mindful Parenting as Moderators
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COVID-19 Stress and Coping and Associations With Internalizing Problems in 4th Through 12th Grade Students
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Do Parental Involvement and Adult Support Matter for Students’ Suicidal Thoughts and Behavior in High School?
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State Anxiety Prior to and After Participating in Lockdown Drills Among Students in a Rural High School
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Understanding Disproportionate Suspension Practices for Black Students in Elementary, Middle, and High Schools
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Analysis of 48 Hours of Television News Coverage Following the Columbine High School Shooting
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Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition
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Universal Social, Emotional, and Behavioral Strength and Risk Screening: Relative Predictive Validity for Students’ Subjective Well-Being in Schools
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The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching
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Student Engagement among High School English Learners with Reading Comprehension Difficulties
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Electronically Delivered Support to Promote Intervention Implementation Fidelity: A Research Synthesis
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A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise
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Patterns of Warning Signs Among Adolescents Who Contemplate Suicide: A Latent Profile Analysis
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In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students
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Measuring COVID-19-Related Stress Among 4th Through 12th Grade Students
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Returning to School Following Hospitalization for Suicide-Related Behaviors: Recognizing Student Voices for Improving Practice
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Screening the Whole Social-Emotional Child: Expanding a Brief SEL Assessment to Include Emotional Behavior Concerns
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Promoting Effective Decision Making: Training Educators to Collect and Use Social–Emotional Skill Assessment Data to Inform Tier 2 Interventions
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Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019
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Disciplinary and Nondisciplinary Outcomes of School-Based Threat Assessment in Colorado Schools
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Comparing Informants for Mental Health Screening at the Preschool Level
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Relationships Between the Τeacher–Child Conflict and Children’s Problem Behaviors in the Cultural Context of Chinese Preschools
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Suicidality and Exposure to School-Based Violence Among a Nationally Representative Sample of Asian American and Pacific Islander Adolescents
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Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility
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Exploring Motivational Factors Associated With Test-Taking Effort Among Middle School Students
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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Subtraction Fluency
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Addressing Chronic Absenteeism in Schools: A Meta-Analysis of Evidence-Based Interventions
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School Staff and Youth Perspectives of Tier 1 Restorative Practices Classroom Circles
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Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
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Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals
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Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention
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SPR Special Topic
Call for Submissions

imgSchool Psychology Review (SPR) invites all scholars to submit manuscripts for upcoming Special Topic Sections. These Special Topic sections address critical issues in the field and are designed to advance both practice and research.

Additional Journals Included With Membership

In addition to SPR, NASP Members also now have complimentary access to the following journals:

appJournal of Applied School Psychology

appJournal of Educational and Psychological Consultation