A call to action for school psychology to address COVID-19 health disparities and advance social justice.

The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students' well-being, psychoeducational experiences, and outcomes, spurring fears for a "lost generation." In this article, we present COVID-19 as a large-scale multisystemic disaster causing massive disruptions and losses, with adversities moderated by the intersectional nature of systemic inequity. We first synthesize the broad effects of COVID-19 as they relate to equity and social justice, followed by the major implications for students and schools, with a focus on intersectional systemic issues. We then propose foundational considerations and resources intended to usher a paradigm shift in how school psychologists' roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Student perspectives on recruiting and orienting prospective school psychology trainees.

This study investigated current school psychology students' perspectives on recruiting and orienting prospective trainees to the profession. Two hundred sixty-two student members of the National Association of School Psychologists (NASP) responded to two open-ended survey items regarding: (a) information they wished they had known prior to beginning their training and (b) their beliefs about effective recruitment practices for increasing racial and ethnic (R/E) diversity in the profession. Qualitative analyses revealed that approximately one-third of participants from R/E minoritized backgrounds reported wishing they had known more about the roles and functions of school psychologists. Participants also generated a wide range of potentially valuable recruitment strategies. Implications for improving recruitment practices are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A systematic review of trauma screening measures for children and adolescents.

Traumatized youth are at an increased risk of a host of negative academic and psychoeducational outcomes. Screening and identification of students who experience potentially traumatic events may help schools provide support to at-risk students. In light of this, the current study examines the availability and use of trauma screening measures to detect early indicators of risk among youth in schools. A systematic review was conducted to identify measures available to screen children and youth for trauma exposure and/or symptoms, as well as the associated psychometric properties to support each instrument's applied use in schools. Eighteen measures met inclusion criteria, which consisted primarily of student self-report rating scales and clinical interviews. While many instruments measure the symptomology or exposure to trauma among children and youth, very little psychometric evidence was available to support the use of these measures in schools. Additional research is needed to endorse and expand the use of trauma screening measures in schools. (PsycINFO Database Record