Improving Student Outcomes through Interprofessional and Interagency Partnerships

Guest Editors: Maryellen Brunson McClain, Jeffrey D. Shahidullah, and Bryn Harris | Deadline: October 31, 2022

This Special Issue of School Psychology will be dedicated to publishing manuscripts focused on:

  • interprofessional collaborations and/or care coordination within schools
  • interagency collaborations across school and community settings (e.g., social service agencies, early childhood programs, healthcare agencies) and practitioners/clinicians
  • interprofessional education and training and professional development/learning models and opportunities for pre-service and practicing professionals working in or with schools
  • how such collaborations and care coordination can be used to improve equity and decrease educational and health disparities including, but not limited to, students with dis/abilities; racially, ethnically, and linguistically minoritized students; sexual and gender minority students; students who are economically vulnerable, and other marginalized groups.

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School Personnel Wellbeing:  Advancing Measurement, Best Practices and Policy

Guest Editors: Keith Herman and Linda Reddy | Deadline: December 1, 2022

The purpose of this Special Issue of School Psychology is to promote scholarship on school personnel well-being, safety and systemic factors that can be leveraged to make schools healthier places for all. The goal is to identify best practices and policies for understanding and promoting adult well-being in school settings. This includes focus on:

  • understanding social ecological factors related to educator sense of personal safety and wellness
  • school psychologists’ role in promoting adaptive school environments.
  • monitoring and surveillance of well-being and safety
  • conceptual papers with a lens on systemic and contextual factors that contribute to school personnel well-being
  • interventions and policies that promote systemic change in schools

Submit here: Editorial Manager®