A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

Amanda L Sullivan; Bryn Harris; Faith G. Miller; Lindsay M. Fallon; Mollie R Weeks; Celeste M. Malone; Tara Kulkarni; Sherrie L. Proctor; Austin H. Johnson; Eric Rossen; Thuy Nguyen; Elizabeth Shaver

doi:10.1037/spq0000463

A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

Amanda L Sullivan, Bryn Harris, Faith G. Miller, Lindsay M. Fallon, Mollie R Weeks, Celeste M. Malone, Tara Kulkarni, Sherrie L. Proctor, Austin H. Johnson, Eric Rossen, Thuy Nguyen, Elizabeth Shaver

Educational Psychology

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	410-421
Number of pages	12
Journal	School Psychology
Volume	36
Issue number	5
DOIs	https://doi.org/10.1037/spq0000463
State	Published - 2021

Bibliographical note

Funding Information:
The contents of this article were developed in part from support provided by the Birkmaier Educational Leadership Professorship to the first author, as well as under a grant from the U.S. Department of Education, #H325D160016, Project Officer, Sarah J. Allen, PhD. However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

Publisher Copyright:
© 2021 American Psychological Association

Keywords

COVID-19
health disparities
pandemic
school psychology
social justice

PubMed: MeSH publication types

Journal Article

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10.1037/spq0000463

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abstract = "The health, economic, and social challenges associated with coronavirus disease 2019 (COVID-19) present a range of threats to students{\textquoteright} 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{\textquoteright} roles and activities are conceptualized in the years to come, ending with key imperatives for practice and graduate education in school psychology.",

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A Call to Action for School Psychology to Address COVID-19 Health Disparities and Advance Social Justice

Abstract

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Keywords

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