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Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact

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Title: Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact
Language: English
Authors: Shane R. Jimerson (ORCID 0000-0003-2685-7486), Christopher Boyle (ORCID 0000-0001-6196-7619), John Begeny, Ronnel King, Gregory Arief D. Liem (ORCID 0000-0003-2523-5095), Chuang Wang (ORCID 0000-0003-3372-2053), Caterina Gawrilow (ORCID 0000-0002-0776-7920), James Hall, Francis Huang (ORCID 0000-0002-5900-7763), Jesus Alfonso D. Datu, Michael D. Lyons (ORCID 0000-0002-2675-1131), Kelly-Ann Allen, Neil Humphrey (ORCID 0000-0002-8148-9500), Frank C. Worrell (ORCID 0000-0002-7122-527X), Feliciano Veiga (ORCID 0000-0002-2977-6238), Yayoi Watanabe, Dorothy L. Espelage, Raquel Souza Lobo Guzzo (ORCID 0000-0002-7029-2913), Eve Kikas (ORCID 0000-0003-2337-8930), Jennifer Greif Green (ORCID 0000-0002-3541-4989), Chryse Hatzichristou, Jantine Spilt (ORCID 0000-0002-3863-9868), Catherine Bradshaw, Christina Salmivalli, Lakhvir Kaur (ORCID 0009-0002-5816-1600), Shemiyah Holland (ORCID 0009-0009-3974-5951)
Source: Psychology in the Schools. 2026 63(4):763-775.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Descriptors: School Psychology, Global Approach, Diversity Equity and Inclusion, Equal Education, Innovation, Periodicals, Leadership, Role, Educational History, Educational Trends, Educational Research
DOI: 10.1002/pits.70131
ISSN: 0033-3085
1520-6807
Abstract: This paper provides a comprehensive overview of "Psychology in the Schools (PITS)," the second-longest-running journal in the field of school psychology. Since its founding in 1964, "PITS" has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of "PITS" in advancing school psychology practice, including the journal's origins, editorial leadership, and evolving scope, including contributions from editors William A. Hunt, B. Claude Mathis, Gerald B. Fuller, LeAdelle Phelps, David E. McIntosh, and the incoming editor Shane R. Jimerson. A decade-by-decade analysis illustrates the major themes represented in the journal, including role definition and assessment in the 1960s, consultation and behavior change in the 1970s, mainstreaming and intervention research in the 1980s, data-based decision-making and discipline in the 1990s, workforce issues and Response to Intervention (RTI) in the 2000s, equity and prevention science in the 2010s, and mental health, crisis readiness, and Multi-Tiered Systems of Support (MTSS) in the 2020s. The article also highlights the contemporary emphasis of "PITS" in advancing the practice of school psychology internationally. Representative articles from each decade are cited and summarized, demonstrating how "PITS" has consistently bridged research and practice to support students, educators, and the profession of school psychology. The article also describes the vision of the leadership team, emphasizing three intertwined priorities: strengthening the quality and timeliness of the peer review process, advancing rigorous scholarship that directly informs practice, and expanding diversity, equity, and inclusion across the journal's leadership, contributors, and published research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499387
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/pits.70131
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  Data: 0033-3085<br />1520-6807
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  Data: This paper provides a comprehensive overview of "Psychology in the Schools (PITS)," the second-longest-running journal in the field of school psychology. Since its founding in 1964, "PITS" has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of "PITS" in advancing school psychology practice, including the journal's origins, editorial leadership, and evolving scope, including contributions from editors William A. Hunt, B. Claude Mathis, Gerald B. Fuller, LeAdelle Phelps, David E. McIntosh, and the incoming editor Shane R. Jimerson. A decade-by-decade analysis illustrates the major themes represented in the journal, including role definition and assessment in the 1960s, consultation and behavior change in the 1970s, mainstreaming and intervention research in the 1980s, data-based decision-making and discipline in the 1990s, workforce issues and Response to Intervention (RTI) in the 2000s, equity and prevention science in the 2010s, and mental health, crisis readiness, and Multi-Tiered Systems of Support (MTSS) in the 2020s. The article also highlights the contemporary emphasis of "PITS" in advancing the practice of school psychology internationally. Representative articles from each decade are cited and summarized, demonstrating how "PITS" has consistently bridged research and practice to support students, educators, and the profession of school psychology. The article also describes the vision of the leadership team, emphasizing three intertwined priorities: strengthening the quality and timeliness of the peer review process, advancing rigorous scholarship that directly informs practice, and expanding diversity, equity, and inclusion across the journal's leadership, contributors, and published research.
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