A Systematic Review of Indigenous Representation in School Psychology Research

Megan E. Golson, Kandice J. Benallie, Tyus T. Roanhorse, Cassity R. Haverkamp, Erica Ficklin, Maryellen Brunson McClain, Lisa N. Aguilar

Research output: Contribution to journalReview articlepeer-review

1 Scopus citations


Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, in the face of longstanding colonial practices and systemic oppression, which have resulted in poor educational outcomes for Indigenous students, school psychology research broadly underrepresents Indigenous students. This proves problematic considering research informs practice. The goal of this review is to evaluate the current standing of school psychology research focused on Indigenous youth and identify areas of need. The current systematic review yielded 57 articles focusing on Indigenous youth from 10 indexed school psychology journals. A significant portion of the articles were published in the 1980s, with fewer than three publications per year in the two decades following. The articles demonstrated a preference for assessment and related topics, with limited research focused on intervention, culture, and equity. This focus on assessment to compare Indigenous youth with youth of other racial and ethnic backgrounds serves to support the systems of oppression in place. These findings highlight the need for school psychology research to exert a concentrated effort toward Indigenous-focused research with more varied topics beyond assessment. Implications for trainers, researchers, and school psychology journals are discussed.

Original languageEnglish (US)
Pages (from-to)225-251
Number of pages27
JournalCanadian Journal of School Psychology
Issue number3
StatePublished - Sep 2023

Bibliographical note

Publisher Copyright:
© The Author(s) 2022.


  • culture/crosscultural
  • indigenous
  • native
  • research methods


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