Working together towards social justice, anti-racism, and equity: a joint commitment from<i>school psychology international and journal of educational and psychological consultation</i>

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As described in Noltemeyer and Grapin (2020) and Newman et al. (2020), one year ago the Editors and Editorial teams of School Psychology International (SPI) and the Journal of Educational and Psychological Consultation (JEPC) partnered to prioritize antiracism, social justice, and equity in our journals' practices and publications. At that time, we committed to eight action items over the subsequent year. In this brief editorial, we report on our ongoing work through the year, reflect on progress for each of the action items, and highlight additional priorities for the future. Although we worked collaboratively with the JEPC leadership team on this initiative, we focus here primarily on SPI processes and outcomes (see Newman et al., in press, for JEPC outcomes).• Action item #1: Solicit and invite manuscripts that extend the scholarship around social and racial justice.

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Working together towards social justice, anti-racism, and equity: One-year reflections on the joint commitment from school psychology international and journal of educational and psychological consultation

Noltemeyer

Grapin

2022

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“…It explores the social and ecological resources that mattered for the resilience of marginalized students to COVID-19 challenges and nudges SPs to commit to championing the resilience of young people who are often disproportionately vulnerable. SPs have a special duty to support the resilience of young people exposed to social injustices (e.g., poverty, structural violence, inequitable education, and healthcare access, discrimination relating to gender, ability/disability, or religion) and related experiences of marginalization (Noltemeyer & Grapin, 2021). This duty is heightened in extra-challenging times, such as pandemics, extreme weather events, and other disasters.…”

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confidence: 99%

Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending youth with experiences of marginalization

Matsopoulos

Theron

2023

This special issue is focused on the lessons learned from the COVID-19 health crisis, showcasing new cross-cultural research from different countries, such as rural/urban US, South Africa, and Australia. The aim οf the special issue is to highlight new knowledge related to pandemic-related impacts, as well as underscore variables that will promote children's resilience and especially vulnerable and marginalized children. We argue that all adults associated with schools (e.g., teachers, school psychologists, administrators, aides, parents, and social workers) need to synergize in creating a caring school community that is purposefully committed to supporting student resilience, especially among students with experiences of marginalization. A multisystemic resilience approach has been adopted and the focus has been on caring adults in the school communities and how they can support the most vulnerable students if the adults (school psychologists parents, caregivers, teachers, and other role-players) take co-ownership of championing student resilience in times of crisis. The studies included in this special issue highlight important issues especially for school psychologists, such as girls’ school engagement as a buffering factor to school disruptions, the value of multigenerational supports, the value of spirituality in dealing with crises, the sense of supportive connectedness with schools and finally teacher empowerment to support student wellbeing.

“…Significant issues have impacted the practice of school psychology particularly for Black school psychologists such as increased awareness of anti-Black racism and racial trauma from police shootings (Mosley et al, 2021; Nguyen et al, 2021; Noltemeyer & Grapin, 2021). In light of these issues, the need to discuss progress in specific areas related to race and African American populations is warranted.…”

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Introduction: Revisiting Albert Sidney Beckham

Graves

2022

Significant issues have impacted the practice of school psychology particularly for Black school psychologists such as increased awareness of anti-Black racism and racial trauma from police shootings (Mosley et al., 2021;Nguyen et al., 2021;Noltemeyer & Grapin, 2021). In light of these issues, the need to discuss progress in specific areas related to race and African American populations is warranted. As such, this special issue uses the diverse career of Albert Beckham to revisit several areas of research and practice.Albert Sidney Beckham has been credited with being the first African American school psychologist (Guthrie, 2004). To date research by Graves (2009) this is still the first published article that discusses an African American contributor to the field of school psychology. The career of Albert Beckham spanned many topics such understanding the racial attitudes of adolescents (Beckham, 1934), the relationship between social background characteristics and giftedness (Beckham, 1942a) and within race differences between intelligence and musical ability (Beckham, 1942b).In the first article in this issue Proctor (2022) provides and elementary examination of issues relevant to recruitment, retention, and inclusion of Black people in school psychology. This article offers a new perspective on the field by discussing research perspectives of contemporary Black school psychologists. Relatedly Grapin ( 2022) offers a commentary on Proctor (2022) and expands upon notions of how psychologists can advance and agenda of social justice. Similar to research conducted by Beckham (1933a), the next article in this issue is by Aston et al. (2022) discuss the importance of Culturally Responsive Clinical Judgement when conducting assessment with Black children. As a commentary to Aston et al. (2022), Graves (2022) discusses the limits of clinical judgement in light of the disparate outcomes involved with psychologists conduct assessment with Black children and the limits of alternative assessment methods (i.e., response-to-intervention). Similar to Beckham's (1933b) research on juvenile delinquency, Heidelburg et al. (2022) provide a discussion on reconceptualizing school safety for Black students.