The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology.
Impact and ImplicationsCoronavirus disease 2019 (COVID-19) has caused unprecedented disruption across social institutions and caused massive losses that are likely to affect communities and schools for many years to come. We synthesize the wide-ranging implications of resultant health disparities and propose foundational implications and practice recommendations to guide school psychology's long-term responsiveness as a field.
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