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School psychologists in the United States are not nearly as diverse demographically as the students they serve (T.K. Fagan & P.S. Wise, 2000). A.H. Miranda and P.B. Gutter (2002) investigated the number of diversity‐related articles in four leading school psychology journals from 1990 to 1999 and found that there was an increase in the percentage of articles in these journals that were diversity related as compared to a study done by R.M. Wiese Rogers (1992) that examined school psychology journals from 1975 to 1990. There was a particular increase in diversity‐related articles appearing from 1995 to 1999. The present study examined school psychology journals from 2000 to 2003 to determine whether this increase was an aberration or an indication of a longer term change. Results indicate a continued trend toward more diversity‐related articles in the school psychology literature, but several gaps remain. Implications for the field are discussed. © 2007 Wiley Periodicals, Inc.

Inasmuch as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition of social justice is provided. Second, a brief overview of school psychology research that overtly references social justice is offered. Third, essential precursors to action for individuals who seek to reflect social justice principles are highlighted. Fourth, key strategies for bringing social justice principles to practice are provided. Finally, this article closes with suggested next steps for further developing this framework globally.

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