Pub Date : 2023-08-22DOI: 10.1080/2372966x.2023.2236539
Abbey J. McClemont, S. Fredrick, Kamontá Heidelburg, Catherine Moore
{"title":"Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review","authors":"Abbey J. McClemont, S. Fredrick, Kamontá Heidelburg, Catherine Moore","doi":"10.1080/2372966x.2023.2236539","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2236539","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-16DOI: 10.1080/2372966x.2023.2236008
Hannah A. Nguyen, K. Frey, Huiyu Lin, Adaurennaya C. Onyewuenyi
{"title":"Gratitude for Bystander Action Varies by Peer Intervention and Social Norms","authors":"Hannah A. Nguyen, K. Frey, Huiyu Lin, Adaurennaya C. Onyewuenyi","doi":"10.1080/2372966x.2023.2236008","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2236008","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45993697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1080/2372966X.2023.2235221
Amanda L. Sullivan, Prerna G. Arora, Sam Song, S. Jimerson
Abstract In recent years, school psychology has given increasing attention to issues of social justice and antiracism. While such orientations are not new, the scope and centrality of these movements within the field are, as is the growing appreciation of the need to integrate them across all areas of professional activities and efforts in school psychology. The aim of this special topic section is to create a space for scholarship addressing a broad range of issues relevant to advancing equity and justice in school psychology. In particular, we seek to curate diverse scholarship that expands the ways we conceptualize, design, implement, and interpret school psychology research, as well as how we approach graduate preparation and practice in school psychology to advance equitable and just services for individuals from historically and systemically marginalized backgrounds. The resulting compilation of articles provide insight into how school psychologists can approach scholarship, practice, and professional education to advance antiracism, social justice, and equity. Themes include expanding the nature and scope of school psychology scholarship by confronting the detriments of whiteness and epistemic exclusion; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches, to elevate youth and family voices in addressing some of the most pressing issues in schools. Impact Statement School psychology has given increasing attention to issues of social justice and antiracism, with growing appreciation of the need to integrate them across all professional activities. This article contributes important information regarding how these broad efforts can be supported by confronting the detriments of epistemic exclusion and whiteness in scholarship; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches.
{"title":"Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward","authors":"Amanda L. Sullivan, Prerna G. Arora, Sam Song, S. Jimerson","doi":"10.1080/2372966X.2023.2235221","DOIUrl":"https://doi.org/10.1080/2372966X.2023.2235221","url":null,"abstract":"Abstract In recent years, school psychology has given increasing attention to issues of social justice and antiracism. While such orientations are not new, the scope and centrality of these movements within the field are, as is the growing appreciation of the need to integrate them across all areas of professional activities and efforts in school psychology. The aim of this special topic section is to create a space for scholarship addressing a broad range of issues relevant to advancing equity and justice in school psychology. In particular, we seek to curate diverse scholarship that expands the ways we conceptualize, design, implement, and interpret school psychology research, as well as how we approach graduate preparation and practice in school psychology to advance equitable and just services for individuals from historically and systemically marginalized backgrounds. The resulting compilation of articles provide insight into how school psychologists can approach scholarship, practice, and professional education to advance antiracism, social justice, and equity. Themes include expanding the nature and scope of school psychology scholarship by confronting the detriments of whiteness and epistemic exclusion; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches, to elevate youth and family voices in addressing some of the most pressing issues in schools. Impact Statement School psychology has given increasing attention to issues of social justice and antiracism, with growing appreciation of the need to integrate them across all professional activities. This article contributes important information regarding how these broad efforts can be supported by confronting the detriments of epistemic exclusion and whiteness in scholarship; centering equity, healing, and minoritized voices in practice; and leveraging diverse research methods, including participatory approaches.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1080/2372966x.2023.2224055
Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail E. Goodridge, Jiyung Hwang
{"title":"A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures","authors":"Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail E. Goodridge, Jiyung Hwang","doi":"10.1080/2372966x.2023.2224055","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2224055","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/2372966x.2023.2201688
Gabriella Estevez, Colleen R. O’Neal, Stephanie Cerrato
Despite evidence that academic engagement is necessary for academic success, limited research exists on the effects of stress on academic engagement for emergent bilingual students. The contribution of this short-term longitudinal study is the identification of individual and environmental socioemotional protective factors which may mitigate the impact of stress on later academic engagement among upper elementary emergent bilingual students at a Title I school ( N = 142; 75% Latinx; 54% female). The present study tested teacher (TR) - and student-reported (SR) grit in addition to student-reported academic support (SR-peer and teacher support) as moderators of the impact of SR-perceived stress on later SR- and TR-academic engagement. Results indicated SR-peer support and SR-grit were significant moderators of the negative impact of stress on later TR-emotional engagement and SR-emotional engagement, respectively, when controlling for earlier engagement. The discussion addresses how schools can support emergent bilinguals’ stress and implement systems-level practices that may mitigate the effects of stress on academic engagement. IMPACT STATEMENT Stress can disrupt student engagement and learning in school. For low-income, emergent bilingual elementary-aged students in the present study, stress had a negative relation with later emotional engagement in school. The negative relation of stress with engagement was mitigated by the protective factor of peer academic support, especially at high levels of stress. Student grit only mitigated the negative effect of stress on engagement at low levels of stress. It may be worth considering the promotion of peer academic support to counteract the negative effects of stress on low-income, emergent bilingual students.
{"title":"Impact of Stress on Later Academic Engagement Among Emergent Bilingual Students: Grit and Academic Support as Protective Factors","authors":"Gabriella Estevez, Colleen R. O’Neal, Stephanie Cerrato","doi":"10.1080/2372966x.2023.2201688","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2201688","url":null,"abstract":"Despite evidence that academic engagement is necessary for academic success, limited research exists on the effects of stress on academic engagement for emergent bilingual students. The contribution of this short-term longitudinal study is the identification of individual and environmental socioemotional protective factors which may mitigate the impact of stress on later academic engagement among upper elementary emergent bilingual students at a Title I school ( N = 142; 75% Latinx; 54% female). The present study tested teacher (TR) - and student-reported (SR) grit in addition to student-reported academic support (SR-peer and teacher support) as moderators of the impact of SR-perceived stress on later SR- and TR-academic engagement. Results indicated SR-peer support and SR-grit were significant moderators of the negative impact of stress on later TR-emotional engagement and SR-emotional engagement, respectively, when controlling for earlier engagement. The discussion addresses how schools can support emergent bilinguals’ stress and implement systems-level practices that may mitigate the effects of stress on academic engagement. IMPACT STATEMENT Stress can disrupt student engagement and learning in school. For low-income, emergent bilingual elementary-aged students in the present study, stress had a negative relation with later emotional engagement in school. The negative relation of stress with engagement was mitigated by the protective factor of peer academic support, especially at high levels of stress. Student grit only mitigated the negative effect of stress on engagement at low levels of stress. It may be worth considering the promotion of peer academic support to counteract the negative effects of stress on low-income, emergent bilingual students.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48252559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/2372966x.2023.2224054
M. Shramko, Kara J. Beckman, Abigail Gadea, Emily Goodhue, M. Davison, B. McCammon, B. McMorris
{"title":"School Leaders’ Perspectives Implementing Whole School Restorative Practices Across Grade Levels: A Case Study of a School-Based Pilot Project","authors":"M. Shramko, Kara J. Beckman, Abigail Gadea, Emily Goodhue, M. Davison, B. McCammon, B. McMorris","doi":"10.1080/2372966x.2023.2224054","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2224054","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46283092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1080/2372966x.2023.2197502
Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior, Ryan Sunda
{"title":"Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values","authors":"Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior, Ryan Sunda","doi":"10.1080/2372966x.2023.2197502","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2197502","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43487555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/2372966x.2023.2194236
Lindsay M. Fallon, Patrick Robinson-Link, Tyler A. Womack, Laura A. Alba, Ryan Sunda, Staci C. Ballard, Margarida B. Veiga, Austin H. Johnson
{"title":"Learning to Decenter Whiteness in Schools Through Teacher Professional Development: A Systematic Review","authors":"Lindsay M. Fallon, Patrick Robinson-Link, Tyler A. Womack, Laura A. Alba, Ryan Sunda, Staci C. Ballard, Margarida B. Veiga, Austin H. Johnson","doi":"10.1080/2372966x.2023.2194236","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2194236","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48329516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/2372966x.2023.2192174
Summer S. Braun, Caryn R. R. Rodgers, A. Linsky, C. Griffin, Catherine P. Bradshaw
{"title":"The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender","authors":"Summer S. Braun, Caryn R. R. Rodgers, A. Linsky, C. Griffin, Catherine P. Bradshaw","doi":"10.1080/2372966x.2023.2192174","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2192174","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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