School Psychology

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.

Submission

Please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word or Open Office format.

Prepare manuscripts according to the Publication Manual of the American Psychological Association (7^th edition). Manuscripts may be copyedited for bias-free language (see Chapter 5 of the 7^th edition). APA Style and Grammar Guidelines for the 7^th edition are available.

Submit Manuscript

For general correspondence, of if you encounter difficulties with submission, please email Kara Hamilton, SP's peer review coordinator.

School Psychology publishes empirical studies and systematic literature reviews of the psychology of education and services for children in pre-K-12 school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, cross-cultural, and developmental perspectives. Manuscripts should focus on children, youth, and the adults who work with them.

We welcome manuscripts from scholars throughout the world, including research from multi-site international projects and work that has the potential to be adapted to and implemented around the globe to address the needs of diverse populations, cultures, and communities. Papers linking innovative empirical research with practice and public policy in the USA and elsewhere will also be considered.

Book or test reviews are not accepted for review or publication in SP.

School Psychology (SP) uses a software system to screen submitted content for similarity with other published content. The system compares each submitted manuscript against a database of 25+ million scholarly publications, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material). A similarity report will be generated by the system and provided to the SP Editorial office for review immediately upon submission.

Masked review

This journal uses a masked reviewing system for all submissions. The first page of the manuscript should omit the authors' names and affiliations but should include the title of the manuscript and the date it is submitted. Footnotes containing information pertaining to the authors' identities or affiliations should not be included in the manuscript but may be provided after a manuscript is accepted. All author identifiers should be removed from the manuscript. These identifiers include author names, university or other affiliations, or citations to prior work that clearly was conducted by the study authors. Generally, make every effort to see that the manuscript itself contains no clues to the authors' identities. Keep a copy of the manuscript to guard against loss.

When citing your own work, it is often most appropriate to cite your work in-text and the reference list as you would any other author. When discussing your work in-text, use third person. In cases where you are citing unpublished works, replace your name or co-authors’ names with “author” both in-text citation and in the reference list.

Length and style of manuscripts

School Psychology (SP) encourages authors to write their manuscripts concisely and clearly. Full-length manuscripts should not exceed 7,500 words total (including abstract, text, references, tables, and figures), with margins of at least 1 inch on all sides and a standard font (e.g., Times New Roman) of 12 points (no smaller), unless otherwise specified (see "Manuscript Submission Types"). The References section should immediately follow a page break. The entire paper (text, references, tables, etc.) must be double spaced. For manuscripts that exceed the word limit specified for the manuscript type (see "Manuscript Submission Types"), authors must justify the extended length in their cover letter. In no case should the paper exceed 9,000 words.

Supplementary materials (e.g., oversized tables, lengthy appendices, detailed intervention protocols, supplementary data sets) may be submitted and, if accepted, posted online and linked to in the PsycArticles^® database. Please review Supplementing Your Article With Online Material for further information.

Examples of supplementary materials that may be posted online include

• audio or video clips
• oversized tables
• lengthy appendixes
• detailed intervention protocols
• supplementary data sets

Manuscript submission types

Empirical articles

Original research conveying the discovery of new knowledge and advancing the mission of the journal. In general, full-length manuscripts should not exceed 6,000 words total, unless otherwise specified (see manuscript types below). This word limit is inclusive of the cover page, abstract, narrative, references, tables, and figures.

Advances in research methods

SP is interested in publishing papers on promising quantitative, qualitative, mixed designs, single-case designs, and other methodological approaches. This can include step-by-step illustrations on the applications of new statistical software packages, how-to approaches to engage in cutting-edge methodological practices, common misuse or misunderstanding of methodological approaches, and/or innovative ways to transform traditional methods to examine complex issues facing today's children, families, and schools. Articles should not exceed 7,500 words inclusive of the cover page, abstract, narrative, references, tables, and figures.

Brief Reports

Brief reports may be limited to a small sample, limited variables, or pilot study. The text is limited to 3,000 words (from the Introduction through the discussion), a maximum of 3 tables and figures (total), and up to 25 references.

Systematic reviews/meta-analyses

SP welcomes submission of systematic review articles, particularly those that represent a new synthesis of information. They should be written for the general readership. The recommended length for systematic review articles and meta-analyses is 7,500 words inclusive of the cover page, abstract, narrative, references, tables, and figures. Manuscripts are to comply with the APA Journal Article Reporting Standards for meta-analysis.

Replication studies

The policy of School Psychology is to encourage submission of replication studies, including of research published in this journal.

Null results

School Psychology welcomes submissions describing null findings that demonstrate excellent methodological rigor.

Special issues and sections

School Psychology welcomes topics that emphasize contemporary issues intended to advance science, practice, and/or policy that highlight or better position the field to be responsive to the current or future global context. Topics should incorporate a social justice perspective by considering issues related to equity, diversity, access, and inclusion.

Special topics represent open calls pertaining to a thematic group of manuscripts with no expectations for the established number of articles required. Typically, an introduction is written by guest editors and commentary articles can be solicited.

Inquiries regarding special issues or special topic sections and be sent directly to the Editor, Dr. Robin Codding. An associate editor will serve as action editor for all special issues and sections and work closely with the guest editor(s) of the special issue/section.

In addition, the editorial team (composed of the editor and associate editors) will initiate special issues and sections to address gaps in the literature.

Title of manuscript

The manuscript title should be direct, accurate, explanatory, and concise. There is no prescribed word limit, but authors should keep the title succinct and clear. See APA Manual (7^th edition, p. 32) for guidance on how to develop effective titles including examples. If the paper reports a randomized clinical trial (RCT), this should be indicated in the title.

Abstract and keywords

• The abstract is a paragraph (up to 250 words) that summarizes key content of the paper. Per the APA Manual (7^th Edition, p. 74), an abstract should accurately summarize the manuscript, report directly without judgment, and be clear, direct, and concise. The abstract should be typed on a separate page (page 2 of the manuscript).
• Specific guidance for what should be included in abstract based on the type of article is outlined in the APA Manual (pp. 74-75) and the JARS Standards. As an example, abstracts for empirical articles should include (a) the problem that is being studied (ideally within one sentence); (b) participants or data sources; (c) key methodological details (e.g., research design, analytic plan, data gathering procedures, materials used); (d) basic findings (including specific data if possible); and (e) conclusions and implications of the research.
• Include 3-5 keywords (i.e., words, phrases, or acronyms) that reflect key areas of the manuscript. These are used to index and search for published articles so being thoughtful about their selection can facilitate readers finding your work.
• Keywords should be listed in italic one line after the abstract and separated by commas. For additional formatting guidance see APA Manual (p. 39). 

Impact and implications statement

• Include a short statement (i.e., 1–3 sentences; 30-70 words) that summarizes the manuscript findings and explains their implications to a general readership (i.e., not subject-matter experts or researchers). This statement should be written clearly and plainly, without jargon or technical language. This statement is an opportunity to clearly articulate the importance and relevance of the manuscript to a broad audience (e.g., practitioners, policy makers, news media).
• For examples of these statements, see published articles from School Psychology. In addition, see APA Guidance for Translational Abstracts and Public Significance Statements for additional guidance and examples.

Participants: Description and informed consent

• Include a detailed description of all study participants, including (but not limited to) the following: age, gender, ethnicity, SES, clinical diagnoses, and comorbidities (as appropriate), and any other relevant demographics. Explain how demographic information was collected. Consider referencing APA guidelines and policy statements when writing this section. Per APA Guidelines on Race and Ethnicity in Psychology, authors should take care to operationalize participant characteristics to appropriately account for relevant demographics. That is, individuals should be described in a manner that is specific and respectful; refrain from using language that is prejudicial or general.  Such specificity accounts for the variability within groups and appropriately accounts for socio-political nature of many demographic variables. See APA Guidelines for Bias-Free Language for specific recommendations.
• The method section also must include a statement describing how informed consent was obtained from the participants (or their parents/guardians) and indicate that the study was conducted in compliance with an appropriate Internal Review Board.

Measures

• The method section of empirical reports must contain a sufficiently detailed description of the measures used so that the reader understands the item content, scoring procedures, and total scores or subscales.
• Provide a full accounting of the dependent variable(s) in the study, including psychometric data (e.g., evidence of reliability and validity with similar populations should be provided)

Statistical reporting of clinical significance

• SP requires the statistical reporting of measures that convey clinical significance. Authors should report means and standard deviations for all continuous study variables and the effect sizes for the primary study findings. (If effect sizes are not available for a particular test, authors should convey this in their cover letter at the time of submission.)
• SP also requires authors to report confidence intervals for any effect sizes involving principal outcomes.
• In addition, when reporting the results of interventions, authors should include indicators of clinically significant change. Authors may use one of several approaches that have been recommended for capturing clinical significance, including (but not limited to) the reliable change index (i.e., whether the amount of change displayed by an individual is large enough to be meaningful); the extent to which dysfunctional individuals show movement into the functional distribution, or other normative comparisons.

Discussion of implications for practice

• The Discussion includes an interpretation of the study findings, considering the stated hypotheses and presented results. Clearly indicate which hypotheses were supported by the findings. Highlight study implications, taking care to be appropriate given the scope of the findings and the potential for error.
• Highlight how the findings are similar or different from prior theory and research. There should be correspondence between the introduction and discussion, in that the work presented to articulate the rationale could be referenced in relationship to findings.
• Constraints on Generality/Transferability: In a subsection of the discussion titled  either “Constraints on generality,” or “Constraints on transferability” (depending on quantitative or qualitative methods), authors should include a detailed discussion of the limits on generality (see Simons, Shoda, & Lindsay, 2017 or JARS Qualitative Research Design). In this brief section, authors should detail grounds for concluding that results are specific to characteristics of the participants and address limits on generality not only for participants but for materials, procedures, and historical or temporal context. They should also specify which methods the authors think could be varied without affecting the result and which should remain constant. Authors can also verify recognition of constraints by indicating when there is no reason to suspect findings depend on characteristics of participants, materials, or context.
• Manuscripts must include the implications for practice of the study findings or analytic review. The discussion section should contain a clear statement of the extent of practical application in the school context of the current assessment, prevention, or treatment methods. The extent of application to practice may range from suggestions that the data are too preliminary to support widespread dissemination to descriptions of existing manuals available from the authors or archived materials that would allow full implementation at present.
• See the APA Manual Chapter 3 for additional guidance by manuscript type.

Journal Article Reporting Standards

Manuscripts are to comply with the APA Journal Article Reporting Standards (JARS) for quantitative, qualitative, mixed methods , and meta-analysis. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication. The revised JARS standards:

• Recommend the division of hypotheses, analyses, and conclusions into primary, secondary, and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility.
• Offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies, and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis.
• Include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.
• Authors of RCTs should describe procedures to assess for treatment fidelity (also known as treatment integrity), including both therapist adherence and competence. Where possible, results should be reported regarding the relationship between fidelity and outcome found in the investigation.
• JARS-Qual are of use to researchers using qualitative methods like narrative, grounded theory, phenomenological, critical, discursive, performative, ethnographic, consensual qualitative, case study, psychobiography, and thematic analysis approaches. The guidelines focus on transparency in quantitative and mixed methods reporting, recommending descriptions of how the researcher's own perspective affected the study as well as the contexts in which the research and analysis took place.

Papers that do not conform to these guidelines and those that are not appropriate for publication in SP may be returned without full review.

Open science badges

Starting in 2024, articles are eligible for open science badges recognizing publicly available data, materials, and/or preregistration plans and analyses. These badges are awarded on a self-disclosure basis.

Applying for open science badges is optional.

At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material. If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.

Authors should also note their eligibility for the badge(s) in the cover letter.

For all badges, items must be made available on an open-access trusted repository with a persistent identifier in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system.

Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable.

Available badges are:

Open Data:
All data necessary to reproduce the reported results that are digitally shareable are made publicly available. Information necessary for replication (e.g., codebooks or metadata) must be included.

Open Data; Protected Access:
A Protected Access (PA) notation may be added to open data badges if sensitive, personal data are available only from an approved third-party repository that manages access to data to qualified researchers through a documented process. To be eligible for an open data badge with such a notation, the repository must publicly describe the steps necessary to obtain the data and detailed data documentation (e.g. variable names and allowed values) must be made available publicly. View a list of approved repositories .

Open Materials:
All materials necessary to reproduce the reported results that are digitally shareable, along with descriptions of non-digital materials necessary for replication, are made publicly available.

Preregistered:
The study's design has been preregistered with descriptions of (a) the research design and study materials, including the planned sample size; (b) the motivating research question or hypothesis; (c) the outcome variable(s); and (d) the predictor variables, including controls, covariates, and independent variables. Preregistered, confirmatory results must be clearly distinguished from unregistered, exploratory analyses using headers such as “Results from pre-registered analyses” and “Exploratory analyses.” 

Preregistered+Analysis Plan:
The study's design has been preregistered along with an analysis plan for the research—and results are recorded according to that plan.

Manuscript preparation

• Prepare the manuscript in a manner to reduce the potential for bias. These efforts include a consideration of the authors’ positionality and how it influences their perspective, their research design, and their interpretation. Authors should take care to utilize bias-free language consistent with APA Style. Utilize system-centered language that appropriately accounts for system-level influence on how outcomes may disparately impact different groups.
• Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual).
• The manuscript is written in a manner consistent with the APA JARS reporting standards and open science principles. That is, authors write in a manner to facilitate transparency, clarity, and replicability. Authors should take care to review the APA Manual 7th Ed (see Chapter 3 for reporting standards) and JARS Standards (https://apastyle.apa.org/jars) for a complete guide to writing the method section.
• Review APA's Journal Manuscript Preparation Guidelines before submitting your article.
• Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Publication Manual of the American Psychological Association. Additional guidance on APA Style is available on the APA Style website.

Display equations

• We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.
• To construct your equations with MathType or Equation Editor 3.0:
  • Go to the Text section of the Insert tab and select Object.
  • Select MathType or Equation Editor 3.0 in the drop-down menu.
  • If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.
  • Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.

Computer code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

• In online supplemental material
  We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.
• In the text of the article
  If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.

Tables

Use Word's insert table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

Academic writing and English language editing services

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors.

Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service.

Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Submitting supplemental materials

APA can place supplemental materials online, available via the published article in the PsycArticles^® database. Please see Supplementing Your Article With Online Material for more details.

References

List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.

Examples of basic reference formats:

Journal article

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126

Authored book

Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000

Chapter in an edited book

Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012

Figures

Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.

Resolution

• All color line art and halftones: 300 DPI
• Black and white line tone and gray halftone images: 600 DPI

Line weights

• Adobe Photoshop images
  • Color (RGB, CMYK) images: 2 pixels
  • Grayscale images: 4 pixels
• Adobe Illustrator Images
  • Stroke weight: 0.5 points

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

• $900 for one figure
• An additional $600 for the second figure
• An additional $450 for each subsequent figure

Permissions

Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).

On advice of counsel, APA may decline to publish any image whose copyright status is unknown.

• Download Permissions Alert Form (PDF, 13KB)

Publication policies

For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing Policies.

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals^® Internet Posting Guidelines.

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

• Download Full Disclosure of Interests Form (PDF, 41KB)

In light of changing patterns of scientific knowledge dissemination, APA requires authors to provide information on prior dissemination of the data and narrative interpretations of the data/research appearing in the manuscript (e.g., if some or all were presented at a conference or meeting, posted on a listserv, shared on a website, including academic social networks like ResearchGate, etc.). This information (2–4 sentences) must be provided as part of the author note. .

Ethical Principles

It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).

In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).

APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.

• Download Certification of Compliance With APA Ethical Principles Form (PDF, 26KB)

The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.

Other information

See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.

Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.

Editor

Robin S. Codding, PhD.
Northeastern University, United States

Senior editor of international science

Bonnie Nastasi, PhD
Tulane University, United States

Associate editors

Lisa Bowman-Perrott, PhD
Texas A&M University, United States

Melissa A. Collier-Meek, PhD, BCBA
University of Massachusetts – Boston, United States

David A. Klingbeil, PhD
The University of Texas at Austin, United States

Matthew J. Mayer, PhD
Rutgers University, United States

Faith Miller, PhD
University of Minnesota-Twin Cities, United States

Editorial fellows

Lisa Aguilar, PhD, NCSP
University of Minnesota, United States

Hao-Jan Luh, PhD
Rowan University, United States

Emily Srisarajivakul, PhD
University of Memphis, United States

Editorial board

Prerna G. Arora, PhD
Columbia University, United States

Meltem Avci-Werning, PhD
Regionales Landesamt für Schule und Bildung, Germany

Courtney N. Baker, PhD
Tulane University, United States

Charles Barrett, PhD
Loudon County Public Schools, United States

Kayla Bates-Brantley, Ph.D.
Mississippi State University, United States

Nicholas F. Benson, PhD
Baylor University, United States

Genery D. Booster, PhD
National Jewish Health, United States

Catherine Bradshaw, PhD
University of Virginia, United States

Kristy L. Brann, PhD
Miami University, United States

Jacqueline Brown, PhD
University of Montana, United States

Maggie Chan, PhD
Utah State University, United States

Daniel Cohen, PhD
SRI International, United States

Timothy J. Cleary, PhD
Rutgers University, United States

Nathan H. Clemens, PhD, NCSP, LSSP
The University of Texas at Austin, United States

Tai A. Collins, PhD, BCBA-D
University of Cincinnati, United States

Franci Crepeau-Hobson, PhD
University of Colorado Denver, United States

Brian Daniels, PhD
University of Massachusetts Boston, United States

Evan H. Dart, PHD, BCBA-D
University of South Florida, United States

Shawn Datchuk, PhD
The University of Iowa, United States

Jesus Alfonso D. Datu, PhD
The University of Hong Kong, Hong Kong

Scott L. Decker, PhD
University of South Carolina, United States

Emily DeFouw, PhD
University of Southern Mississippi, United States

Bridget V. Dever, PhD
Lehigh University, United States

Daniel D. Drevon, PhD
Central Michigan University, United States

Tanya L. Eckert, PhD
Syracuse University, United States

Katie Eklund, PhD
University of Wisconsin-Madison, United States

Lindsay Fallon, PhD, BCBA-D 
University of Massachusetts, Boston, United States

Sarah Fefer, PhD
University of Massachusetts, Amherst, United States

Kathryn Fletcher, PhD
Ball State University, United States

Sycarah Fisher, PhD
University of Georgia, United States

Stephanie Secord Frederick, PhD, NCSP
State University of New York at Buffalo, United States

Andy Garbacz, PhD
University of Wisconsin-Madison, United States

Jorge Gonzalez, PhD
University of Houston, United States

Scott Graves, PhD
The Ohio State University, United States

Thomas Jai Gross, PhD
Western Kentucky University, United States

Kamontá Heidelburg, PhD
Ohio State University, United States

Bridget O. Hier, PhD
State University of New York at Cortland, United States

Robin Hojnoski, PhD
Lehigh University, United States

Milena A. Keller-Margulis, PhD
University of Houston, United States

Kourtney Kromminga
University of Mississippi, United States

Joseph C. Kush, PhD
Duquesne University, United States

Tamika La Salle, PhD
Georgia State University, United States

Anna Christine Long, PhD
Louisiana State University, United States

Yaranay López
Universidad de Concepción, Chile

Michael D. Lyons, PhD
University of Virginia, United States

Marisa E. Marraccini, PhD, LP
University of North Carolina, United States

Kent McIntosh, PhD
University of Oregon, United States

Elizabeth McKenney, PhD
Southern Illinois University Edwardsville, United States

Leigh McLean, Ph.D.
University of Delaware, United States

Stephanie Moore, PhD
University of California-Riverside, United States

Shareen Naser, PhD
Cleveland State University, United States

Kirsten W. Newell, PhD
University of Minnesota, United States

Daniel S. Newman, PhD
University of Cincinnati, United States

Amanda Nickerson, PhD
State University of New York at Buffalo, United States

George H. Noell, PhD
Old Dominion University, United States

Sarah Ochs, PhD
Western Kentucky University, United States

Julia A. Ogg, PhD, LP
Northern Illinois University, United States

Corey Peltier, Ph.D.
University of Oklahoma, United States

Whitney Polk, PhD
University of Delaware, United States

June Preast, PhD
University of Alabama, United States

Keith C. Radley, PhD
University of Southern Mississippi, United States

Linda A. Reddy, PhD
Rutgers University, United States

Wendy M. Reinke, PhD
University of Missouri, United States

Kenneth G. Rice, PhD
Georgia State University, United States

Andrew T. Roach, PhD
Georgia State University, United States

Janay B. Sander, PhD
Ball State University, United States

Rebecca Schwartz-Mette, PhD
University at Buffalo, United States

Elisa S. Shernoff, PhD
Rutgers University-New Brunswick, United States

Christopher H. Skinner, PhD
University of Tennessee, United States

Leann A. Smith, PhD
Texas A&M University, United States

Tyler E. Smith, PhD
University of Missouri, United States

Samuel Y. Song, PhD
University of Nevada Los Vegas, United States

Melissa Ann Stormont, PhD
University of Missouri, United States

Kara Styck, PhD
University of Texas at San Antonio, United States

Michael Sulkowski, PhD
The University of Alabama, United States

Amanda L. Sullivan, PhD, LP
University of Minnesota, Twin Cities, United States

Sruthi Swami, PhD
California State University, Fresno, United States

Devadrita Talapatra, Ph.D.
University of Denver, United States

Ivelisse Torres-Fernandez, Ph.D.
Albizu University, Puerto Rico

Adrea Truckenmiller, Ph.D.
Michigan State University, United States

Kimberly J. Vannest, PhD
Texas A & M University, United States

Christy M. Walcott, PhD, LP, HSP-P, NCSP
East Carolina University

Sarah A. Wollersheim Shervey, PhD
University of Minnesota, United States

Chunyan Yang, PhD
University of California, Santa Barbara, United States

Jamie Zibulsky, PhD
Fairleigh Dickinson University, United States

Statistical advisory editorial board

Courtenay A. Barrett, PhD
Michigan State University, United States 

Elizabeth Blair, PhD
University of Wisconsin Whitewater, United States

Gary L. Canivez, PhD
Eastern Illinois University, United States

Danielle N. Dupuis, PhD
University of Minnesota-Twin Cities, United States

Kimberlee Everson, PhD
Western Kentucky University, United States

Lorenz Grolig, PhD
Leuphana University, Germany

Garrett Hall, PhD
Florida State University, United States 

Hsien-Yuan Hsu, PhD
University of Massachusetts Lowell, United States

Francis L. Huang, PhD
University of Missouri, United States

Stacy-Ann A. January, PhD
University of South Florida, United States

Xu Jiang, PhD
University of Memphis, United States

Austin Johnson, PhD
University of California, Riverside, United States

Matthew C. Lambert, PhD
University of Nebraska-Lincoln, United States

Adam Lekwa, PhD
Rutgers University, United States

Daniel M. Maggin, PhD
The University of Illinois at Chicago, United States

Ryan J. McGill, PhD
College of William & Mary, United States

Eric E. Pierson, PhD
Ball State University, United States

Matthew Quirk, PhD
University of California, Santa Barbara, United States

Ji Hoon Ryoo, PhD
Yonsei University, Korea

Peggy Shannon-Baker, PhD
Georgia Southern University, United States

Ethan R. Van Norman, PhD
Lehigh University, United States

Cixin Wang, PhD
University of Maryland, College Park, United States

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• Perinatal Exposure in Later Psychological and Behavioral Disabilities:

  Special issue of the APA journal School Psychology Quarterly, Vol. 22, No. 1, Spring 2007. Includes articles about relative risk of perinatal complications in common childhood disorders; low birth weight and cognitive outcomes; season of birth of students with emotional and behavioral disorders; risk of schizophrenia and depressive disorders in people exposed to prenatal rubella; and maternal stress and emotional status.

Journal equity, diversity, and inclusion statement 

School Psychology welcomes topics that emphasize contemporary issues intended to advance science, practice, and/or policy that highlight or better position the field to be responsive to the current or future global context. Topics should incorporate a social justice perspective by considering issues related to equity, diversity, access, and inclusion.

Inclusive study designs 

• Collaborative research models  
• Diverse samples 
• Registered Reports 

Inclusive reporting standards 

• Bias-free language and community-driven language guidelines (required)
• Positionality statements (recommended)
• Impact statements (required)
• Year(s) of data collection (recommended)
• Participant sample descriptions (required)
• Sample justifications (recommended)
• Constraints on Generality (COG) statements (required)
• Inclusive reference lists (recommended)

More information on this journal’s reporting standards is listed under the submission guidelines tab.

Pathways to authorship and editorship 

Editorial fellowships

Editorial fellowships help early-career psychologists gain firsthand experience in scholarly publishing and editorial leadership roles. This journal offers an editorial fellowship program for early-career psychologists from historically excluded communities.

Other EDI offerings

ORCID reviewer recognition

ORCID (Open Research and Contributor ID – www.orcid.org) Reviewer Recognition provides a visible and verifiable way for journals to publicly credit reviewers without compromising the confidentiality of the peer-review process. This journal has implemented the ORCID Reviewer Recognition feature in Editorial Manager, meaning that reviewers can be recognized for their contributions to the peer-review process.

Masked peer review

This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).

Open Access editorial

For more from the School Psychology editorial team, please see an Open Access editorial reflecting on the novel coronavirus pandemic, antiracism, as well as gender and racial disparities in publishing. The editorial also includes the School Psychology Unified Antiracism Statement and Call to Action as an appendix.

Announcements

• Call for editor nominations
• Call for editorial fellowship nominations
• Special sections

Editor Spotlight

• Read an interview with Editor Robin Codding, PhD
• Meet the School Psychology; associate editors

From APA Journals Article Spotlight^®

• A school-wide intervention that increases racial equity in exclusionary school discipline
• Can school-wide social and emotional learning reduce cyberbullying among adolescents?
• How do schools respond to adolescents who self-injure?
• Culturally relevant social-emotional intervention for African American males improves self-regulation and self-competence in an urban setting
• Weight diversity: A stigma-reduction mechanism to reduce weight-based achievement disparities