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.
Bibliographical noteFunding 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.
© 2021 American Psychological Association
- health disparities
- school psychology
- social justice
PubMed: MeSH publication types
- Journal Article