SPR Special Topic Call for Submissions
School Psychology Review (SPR) invites all scholars to submit manuscripts for upcoming Special Topic Sections. These Special Topic sections address critical issues in the field and are designed to advance both practice and research.
As we near the end of the first two decades of the 21st century, this Special Topic section will feature scholarship that considers the next frontier of school psychology in our rapidly changing cultural, social, and political context.
To support scholarly, professional, and educational efforts, this Special Topic section will feature diverse scholarship that expands and enhances the way we conceptualize, design, implement, and interpret school psychology research across all domains of practice and graduate education.
It is imperative to identify effective strategies to address the social, behavioral, emotional, and academic disparities that disproportionately affect Black males. Black males are overrepresented among students experiencing below-grade level achievement, grade retention, truancy, dropping out of school and discipline problems (including suspensions and expulsions). Black males have the highest rates of incarceration, the highest homicide rates, and the lowest life expectancy of any ethnic group in America. As such, there needs to be a specific focus on solutions to these pressing issues.
The purpose of this special topic is to advance transdisciplinary and transnational research that: (a) examines the intersection between school climate, bullying, and social emotional learning, (b) examines the effects of evidence-based bully prevention and/or SEL programs on perceptions of school climate, (c) advances further understanding of school climate, bullying and social–emotional learning (SEL) among diverse cultural, racial/ethnic, linguistic, and social–economic populations, and (d) utilizes advanced qualitative, quantitative, and mixed-methods approaches examining the mediating and/or moderating effect of school-based bullying and social–emotional learning interventions in school climate’s associations with its antecedents and consequences.