Eating disorders, both for diagnosed and subclinical presentations, continue to rise, especially in a postpandemic era. Although the prevalence of eating disorders is increasing, school professionals may feel ill-equipped to support students, not knowing where to start, how to intervene, or what level of care rests within their bounds of competence. In order to guide quality care, the IRS model—identify, refer, and support—may be a helpful guide for school psychologists to best support students and their families ..read more

Nicole Skaar, Susan Etscheidt, and Stephanie Schmitz Federal data compiled before the COVID-19 pandemic suggested that approximately 20% of U.S. students met the criteria for a diagnosable mental illness (Agency for Healthcare Research and Quality, 2022); post-COVID, the numbers have risen (Bhandari & Gupta, 2024). Many fewer students (5%) were reported to be served under the emotional disturbance category defined within the IDEA (National Center for Education Statistics, 2023 ..read more

If you are a school psychologist reading this post, there is no doubt you are familiar with the Individuals with Disabilities Education Act (IDEA). But you may or may not know that it mandates that the purpose of special education and related services is to prepare students with disabilities “for further education, employment, and independent living.” One of the primary mechanisms through which special education prepares students with disabilities for these postsecondary activities is the provision of transition services. Transition services are required to be provided (and documented) for stu ..read more

Many autistic students experience co-occurring mental health conditions; however, these concerns are not always appropriately identified. Moreover, many students with autism face barriers to receiving appropriate mental health support and services. As school psychologists, there are several steps we can take to raise awareness about autistic students’ mental health and facilitate the use of neurodiversity-affirming practices across a multitiered system of supports in schools ..read more

Have you ever wondered why change in schools is often short lived? Has your district started one initiative only to abandon it and start another one, without allowing time to see results? Instead of thinking about change as a short-term fix, school personnel should think about building effective habits for long-lasting, sustainable change. School psychologists can promote these seven habits of highly effective schools starting today ..read more

We know that suicide rates continue to rise, but where do we even begin in implementing a comprehensive model that includes suicide prevention, assessment, and postvention? It can all feel very overwhelming but this article covers five key points to assist with this process ..read more

Navigating the challenges that children with ADHD or oppositional defiant disorder face is not easy. Explore ways to engage with students effectively, collaborate with your team to grasp challenging behavioral patterns, and teach positive coping skills ..read more

Explore the challenges that school psychologists face in low-population districts, where cultural nuances impact the approach to mental health for children in rural communities and multilingual families. Discover how teleassessments provide a practical solution to meet the demand of specialized services and find recommendations that address ethical concerns ..read more

Dr. Ester Cole & Dr. Maria Kokai In a postpandemic world, schools are finding themselves challenged with supporting the mental health of students affected by the pandemic on top of the preexisting needs of the students they serve ..read more

Report writing is a topic close to school psychologists' hearts. After years in the field, Nicole Webb shares five key things I wish I knew earlier about this crucial aspect of our job ..read more