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.

  • School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes (PDF) thumbnail

    School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes (PDF)

    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.

  • Prejudice Reduction and Antiracism Professional Development in P–12 Settings: Promise and Perils (PDF) thumbnail

    Prejudice Reduction and Antiracism Professional Development in P–12 Settings: Promise and Perils (PDF)

    The purpose of this special series is to advance the knowledge, science, practice, advocacy, and policy pertaining to professional development, consultation, and support of P–12 educators in prejudice reduction, antiracism, and racial bias mitigation. Empirical data and brief reports will be solicited that advance scientific knowledge in the following broad areas: (a) impact of school-based professional development on educator outcomes, which may include culturally responsive beliefs and intervention delivery; (b) educator awareness of individual, structural, and systemic racism and attitudes toward race; (c) the development of school psychology professional competencies and graduate training necessary to lead school-based professional development and provide school consultation/support with educators in mitigating racism, prejudice, and bias; (d) the role of practicing school psychologists in participating in, delivering, and leading professional development which advances practice in antiracism and the mitigation of bias and prejudice; and (e) models and methods of assessment professional development outcomes and efficacy, which may include tools, measures through qualitative, quantitative, and mixed methods.

SPR 2020 Vision Statement

SPR 2021 Vision Statement

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