School Psychologists as Systems-Level Consultants: Interdisciplinary Perspectives

Abstract

Since its inception, large-scale school reform has been an integral part of the U.S. educational system. Although school reform is commonplace, educators continue to grapple with how to bring about effective systems-level change. School-based consultants (e.g., school psychologists) are in an ideal position to help facilitate the implementation and evaluation of systems-level reform to ensure substantive change (see Illback, 2014 Illback, R. J. (2014). Organizational development and change facilitation in school settings: Theoretical and empirical foundations. In W. P. Erchul & S. N. Sheridan (Eds.), Handbook of research in school consultation (2nd ed., pp. 276–303). New York, NY: Routledge. [Google Scholar]). However, there is a paucity of research on how school psychologists can serve as systems-level consultants to actualize reform. Therefore, the purpose of this double issue is to identify high-quality research that demonstrates the implementation of school-based, systems-level reform in which school psychologists were instrumental in working with other professionals. The articles represent a wide range of school reforms that are occurring across diverse school contexts and collectively address implications for future research, training, and practice.

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