School psychology (Washington, D.C.)最新文献

{"title":"Flux and flow: Exploring the dynamic nature of acceptability in writing feedback.","authors":"Tyler J Young, Tanya L Eckert, Sara E Burke","doi":"10.1037/spq0000746","DOIUrl":"https://doi.org/10.1037/spq0000746","url":null,"abstract":"<p><p>Acceptability, defined as the perception that an intervention is appropriate, fair, and reasonable, is crucial to assess during implementation (Kazdin, 1981). Despite its original conceptualization as a dynamic process, repeated assessments have appeared in only a small fraction of intervention research. Previous studies did not report or analyze differences in acceptability across sessions. We know of no study analyzing the stability of acceptability ratings across sessions among elementary school students. The present study served as a proof of concept, implementing a 6-week performance feedback writing intervention with 45 fourth-grade students and assessing acceptability after each session. Related outcomes, including writing productivity and intervention comprehension, were also investigated. Results indicated that acceptability and comprehension did not significantly vary across sessions. A statistically significant within-student relationship emerged between writing productivity and acceptability, supporting the established relationship between intervention effectiveness and acceptability. Although students did not experience coordinated changes in acceptability between sessions, repeated measurements could highlight dynamic patterns in other interventions, particularly ones with more situational variation, rather than presuming acceptability is static. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the role of telling teachers about identity-based harassment in relation to psychological distress among a national sample of sexual and gender diverse youth.","authors":"Peter S McCauley, Leah M Lessard, Raymond L Moody, Lisa A Eaton, Ryan J Watson","doi":"10.1037/spq0000726","DOIUrl":"10.1037/spq0000726","url":null,"abstract":"<p><p>Extant research has explored factors that promote adolescents to seek help from school personnel when experiencing victimization. Yet, little is known about how reporting peer harassment to teachers and staff is associated with emotional distress among adolescents with stigmatized sexual and/or gender identities experiencing discriminatory harassment. The present study leveraged a large national sample of sexual and gender diverse youth who had experienced peer harassment in the past year (<i>M</i>_age = 15.44, <i>SD</i> = 1.36) and explored how talking with school personnel about harassment and perceptions of staff responses were associated with psychological distress. Structural equation modeling revealed that, over and above experiences of harassment, sexual and gender diverse youth who talked with school personnel about their experienced harassment tended to report lower levels of psychological distress (β = -0.07, <i>p</i> < .001); however, the protection provided by reporting harassment was dampened among students experiencing frequent gender-based harassment (β_{never reported} = 0.14, <i>p</i> < .001; β_reported = 0.22, <i>p</i> < .001). Among youth who had reported, perceived reporting effectiveness moderated the association between gender-based harassment and distress (β = -0.06, <i>p</i> = .03), such that sexual and gender diverse youth who experienced frequent gender-based harassment were less likely to report elevated psychological distress the more they felt that school personnel responded to their reports effectively. The associations between reporting experiences and psychological distress did not depend on sexuality- and gender-expression-based harassment (β = 0.04, <i>p</i> = .14; β = -0.00, <i>p</i> = .95). These findings highlight a need for school systems to cultivate effective responses among school personnel when students report their experiences with discriminatory harassment. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"315-328"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12752998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145746003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining trauma-informed professional development in schools: A systematic narrative review highlighting culturally responsive, antiracist, and equitable content.","authors":"Jerica Knox, Tamara K Lawson, Mayra Gaona, Julianna Casella","doi":"10.1037/spq0000714","DOIUrl":"10.1037/spq0000714","url":null,"abstract":"<p><p>Trauma-informed professional development (PD) equips educators with the knowledge and skills to support students affected by trauma while fostering safe and inclusive school environments. However, the variability in trauma-informed PD design, delivery, and outcomes, as well as the inconsistent integration of culturally responsive, antiracist, and equitable (CARE) content, raises questions about its capacity to prevent and address trauma effectively. In this systematic narrative review, 24 peer-reviewed studies were synthesized to examine trauma-informed PD in U.S. K-12 schools and highlight the presence and depth of CARE content in each PD. The findings of this review indicate significant variability in trauma-informed PD characteristics and inconsistent integration of CARE content. These findings underscore the need for more standardized approaches to trauma-informed PD that embed CARE content comprehensively and address the systemic and cultural dimensions of trauma. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"270-281"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145380107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A quantitative content analysis examining barriers to diversity training implementation in schools.","authors":"Jerica Knox, Tory L Ash, Amy E Fisher, Lindsay Fallon","doi":"10.1037/spq0000729","DOIUrl":"10.1037/spq0000729","url":null,"abstract":"<p><p>Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"293-303"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Reading Anxiety Scale for children: Development and psychometric properties.","authors":"Amie E Grills, Sharon R Vaughn, Greg Roberts, Johny Daniel, Chelsey Bowman, Danielle Richardson","doi":"10.1037/spq0000721","DOIUrl":"10.1037/spq0000721","url":null,"abstract":"<p><p>Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, <i>n</i> = 306; T2, <i>n</i> = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"352-363"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12829906/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of school psychology research on racism and school climate.","authors":"Sally L Grapin, Peter D Goldie","doi":"10.1037/spq0000728","DOIUrl":"10.1037/spq0000728","url":null,"abstract":"<p><p>Promoting safe and supportive school climates for all students is an essential role of school psychologists. However, like other social institutions, schools engender overt and covert systemic racism that marginalizes youth of color. Thus, it is critical that school psychologists conduct research at the intersection of racism and school climate. In this systematic review, we identified and synthesized studies investigating both racism and school climate for K-12 students in the school psychology literature. We queried all articles published in 10 major peer-reviewed journals published between 2011 and 2021 and identified 33 studies that explored school climate with regard to race. The majority of studies employed survey methods using a cross-sectional design and explored community (i.e., relational and school attachment) dimensions of school climate. Most studies included Black and Latinx participants, with relatively fewer including Asian and Indigenous participants. Findings explored school climate in relation to (a) academic outcomes, (b) behavioral outcomes, (c) mental health outcomes, (d) school-level factors, (e) racial identity and discrimination, and (f) psychometric properties of specific measures. Implications for research on school climate and racism are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"304-314"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research methods training in school psychology: What are doctoral programs teaching?","authors":"Jiayi Wang, Elisa Shernoff","doi":"10.1037/spq0000727","DOIUrl":"10.1037/spq0000727","url":null,"abstract":"<p><p>Methodological diversity in research is critical for advancing the field of school psychology. However, prior studies suggest school psychology research is skewed toward quantitative methods, with limited qualitative and mixed methods research published in the literature. One potential reason for limited methodological diversity in school psychology research could relate to coursework and training during graduate school. This study examined research methods courses offered (i.e., required and elective) and required across 78 doctoral school psychology programs in the United States. Findings indicate that nearly all programs (97.4%) require at least one quantitative course. While qualitative training has increased compared to prior studies, only 15.4% of programs require and 16.6% offer at least one qualitative course. Additionally, 26.9% of programs require at least one single-case design course. Mixed methods courses remain scarce, with only 1.3% of programs requiring and 6.4% offering a course. To further explore mixed methods training, we analyzed six course syllabi, examining characteristics and content coverage. Overall, results highlight the continued dominance of quantitative methods in school psychology training and the need for greater integration of qualitative and mixed methods to prepare future researchers and practitioners for complex, real-world challenges. Implications for program training, course development, and accreditation are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"371-377"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the Participatory Culture-Specific Intervention Model to inform cultural adaptations.","authors":"Kris Varjas, Bonnie K Nastasi, Erin Harper, Raquel Gutierrez, Sarah Kiperman, Emily Graybill","doi":"10.1037/spq0000717","DOIUrl":"10.1037/spq0000717","url":null,"abstract":"<p><p>School personnel have historically exhibited universal practices, where assumptions of \"one-size-fits-all\" prevail. The limitations of this approach are evident when school personnel attempt to apply universal practices to students from underrepresented and historically marginalized populations. In this article, we describe the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi & Hitchcock, 2016; Nastasi et al., 2004), a 10-phase process for developing culturally responsive practices. PCSIM uses an interdisciplinary approach to program development for social and cultural change, with an emphasis on participation and the intersection of culture and context. This article presents four examples of mental health prevention and intervention projects that used PCSIM in schools and communities to address issues of equity for this group, including urban African American students, lesbian, gay, bisexual, transgender, queer/questioning, and other sexual and gender identities youth, and individuals with developmental disabilities. This article concludes with lessons learned and suggestions for practitioners and researchers when applying PCSIM to address issues of equity for these groups through collaborative program development, implementation, and evaluation. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"247-259"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145491072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affect and stress as mediators in the relation between learning modality and engagement.","authors":"Christina L Scanlon, Young Ri Lee, Ming-Te Wang","doi":"10.1037/spq0000718","DOIUrl":"10.1037/spq0000718","url":null,"abstract":"<p><p>During the 2020-2021 school year, U.S. students alternated between in-person and remote learning due to the COVID-19 pandemic. This study investigates whether differences in students' engagement across learning modalities were mediated by positive affect, negative affect, and stress. Using data from 639 adolescents (Grades 7-12) collected via a multiburst daily-diary design (30 days in total), multilevel mediation models were used to examine within-person differences in behavioral, cognitive, emotional, and social engagement. Students reported lower engagement and positive affect on days they attended remote versus in-person learning. Results pertaining to negative affect and stress were nonsignificant. Positive affect partially mediated the association between learning modality and all engagement dimensions. Results suggest that the decrease in engagement associated with remote learning is driven by reduced positive emotional experiences. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"340-351"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145357058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incremental predictive validity and equity in universal social-emotional and behavioral health screening.","authors":"Jared T Izumi, Mei-Ki Chan","doi":"10.1037/spq0000723","DOIUrl":"10.1037/spq0000723","url":null,"abstract":"<p><p>Universal screening for social-emotional and behavioral health risk is a key part of a comprehensive multitiered system of support. This study was conducted to examine the incremental predictive validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) on spring academic outcomes and to examine the disproportionate identification of students using SAEBRS. To answer these questions, we used data from a single elementary school and conducted mixed-effects models to account for students nested in teachers. SAEBRS risk status did not significantly predict spring reading scores; however, being at risk on the SAEBRS predicted lower spring math scores (<i>B</i> = -0.210) after controlling for fall math scores, attendance, grade level, and special education status. When examining race/ethnicity, biological sex, and special education status on SAEBRS risk status, only special education status significantly predicted risk on the SAEBRS (<i>B</i> = 1.004; odds ratio = 2.728). Limitations, future research, and implications are explained. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"364-370"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145410950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}