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Peer mediation programs can effectively reduce school conflict, improve conflict resolution skills, and foster positive relationships among students, as demonstrated in recent research. These programs have been shown to empower students and create a more positive school climate. More and more schools have implemented peer mediation programs in which selected students are trained to mediate conflicts between peers. Psychologists may train student mediators and teachers to support and facilitate these peer-led interventions with a restorative justice approach.

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Research in school psychology has demonstrated that early identification and intervention for learning disabilities (LD) can improve student outcomes. A school psychologist advocates for increased funding at an LEA meeting to support early intervention efforts in her school community and district. She recommends the LEA partner with a local university to create a cohort model to help more teachers gain an early childhood special education certification. She continues to consult with teachers in her school district to implement evidence-based interventions in ELA and math with young students and engage students in high-quality classroom activities, effectively supporting the school’s MTSS.

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Since Universal Design for Learning (UDL)—which emphasizes providing multiple means of engagement, representation, and expression in the classroom— began in 1984, teachers have utilized this approach in their teaching methods to support students with varying strengths and needs. School psychologists continue to consult teachers in special education and general education to engage teaching strategies aligned with this approach. They encourage learning through multiple means including visuals, hands-on activities, or technology and different methods for demonstrating their learning through oral presentations, written reports, and multimedia projects.

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Cognitive Behavioral Therapy (CBT) is an effective, evidence-based treatment for children and adolescents with anxiety and depression. Research also indicates CBT can be implemented within a school setting (e.g., in small groups or individual sessions). Building on this research, a school psychologist in a middle school begins offering CBT-based counseling services to students experiencing anxiety and depression. The psychologist integrates CBT techniques into individual or small group therapy and also provides teachers with resources on recognizing signs of anxiety and depression in students. The school psychologist regularly collects data on students' self-reported symptoms and coping strategies.

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A school psychologist working in a district with a high population of students from socioeconomically disadvantaged backgrounds sees significant behavioral and academic challenges and notices many of the students also have records reporting traumatic experiences. The psychologist advocates for the use of trauma-informed approaches and works with researchers from a non-profit connected to her charter school network to conduct a study on the effectiveness of these practices in reducing behavioral issues and improving academic performance for students who have experienced trauma. The school psychologist and research team partner in examining ways to apply the findings to the district and disseminating their findings to other school-based practitioners nationwide.

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A school psychologist notices an increasing number of students exhibiting signs of mental health concerns, but many of them are not identified until the issues become more severe. The psychologist begins to hypothesize that early mental health screening could help identify at-risk students before problems escalate. The school psychologist contacts his university supervisor and a few professional connections from NASP 2023 to gain feedback on implementing a school-wide mental health screening initiative. They also help prepare him to evaluate its effectiveness in identifying students who would benefit from early intervention.

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A school district has been put on probationary status by the state board of education due to an overrepresentation of students with disabilities in the underperforming category on ELA and Math test scores. A school psychologist begins a research committee to examine instructional practices supporting students with disabilities, starting by systematically examining curriculum maps for resource-level core academic classrooms and co-taught academic classrooms. The school psychologist and instructional coaches create an action plan to support teachers in redesigning their curriculum maps to include more progress monitoring opportunities utilizing STAR CBM measures, cooperative learning opportunities, project-based learning, and metacognition reflection opportunities.

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A school psychologist questions the effectiveness of the universal level of ELA support in the RTI model system in her school district. Many students require reading tier 2 support and it is hard to keep filling the reading interventionist positions at the school, as they are only part-time positions with no health insurance. The psychologist engages in a systematic literature review with the RTI school committee around the current evidence-based practices used in their district as they apply to student populations who are mostly learning English as their second language.

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Practices such as mindfulness meditation and breathing exercises can help students manage stress, improve focus, and enhance emotional regulation, especially for those with attention-related issues, anxiety, or those who have experienced trauma (backed by research). A school psychologist advocates for district-wide universal support of the Calm Classroom curriculum as a trauma-informed, evidence-based practice, presenting data on its effectiveness in the meeting. The psychologist proposes a schoolwide assessment schedule to examine if the Calm Classroom curriculum is benefitting students and teachers, and plans to present her findings in 6 months to the admin team and school board, as they begin budgeting for the following school year.

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Positive Behavioral Interventions and Supports (PBIS) research has suggested that implementing a well-defined school-wide system of positive reinforcement and clear expectations for behavior reduces disciplinary issues and improves school climate. After learning about another school psychologist’s implementation of PBIS at their middle school, Eva, a school psychologist, helps implement a PBIS system at her school. She helps train teachers on how to implement PBIS in their classrooms, focusing on positive reinforcement strategies and how to use data to monitor students’ progress.

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A school psychologist has noticed an uptick in referrals for bullying-related incidents in the school. In assessing the referred students, the psychologist observes that the students show signs of underlying mental health issues, such as anxiety and depression. They hypothesize that addressing mental health needs in students may reduce bullying behaviors. They collaborate with a local university to conduct data analysis procedures on the baseline data, as well as design an intervention project to address the needs of these students.

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Dr. Stevens observes that peer mediation programs in her school have been successful in reducing conflict and improving student relationships. However, she is curious about how the success of these programs might vary depending on factors like peer group composition or the training level of student mediators. Dr. Stevens collaborates with a local school psychology university department to conduct a study that examines the factors (ages, duration of program, climate measure) influencing the effectiveness of peer mediation programs.