Journal of School Psychology

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The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings across the full range of methodologies that address culture, context, and quality standards (e.g., race, ethnicity, and culture; qualitative, quantitative). The Journal of School Psychology presents research that advances the science and practice of school psychology on intervention mechanisms and approaches; prevention and implementation; schooling effects on the development of social, cognitive, mental health, academic, and achievement outcomes; assessment; consultation; and social justice as a process and outcome. It emphasizes strengths-based perspectives of populations; multiple and interconnected ecologies (e.g., home, school, and community) within which children learn and develop; research that actively and authentically involves school professionals, families, and community members; integration of critical theories; and author positionality in research. The Journal of School Psychology editorial team strives to publish the most methodologically and statistically sophisticated research in the pages of the journal in order to contribute to the science of school psychology. Full-length manuscripts presenting original quantitative and qualitative research are ideal to meet this goal. Scholarly narrative reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings may also be appropriate. The Journal of School Psychology focuses on writing that is inclusive and empowering, equity-centered, and anti-racist. Research conducted within and across countries throughout the world is welcome.

Have questions about the appropriateness of a manuscript for the Journal of School Psychology?

Email the Editor-in-Chief, Andy Garbacz

Consulting Editors

  • Catherine Bradshaw, University of Virginia

  • Tai Collins, University of Cincinnati

  • Michelle Demaray, Northern Illinois University

  • Randy Floyd, The University of Memphis,

  • Stephen Kilgus, University of Wisconsin-Madison,

  • Sherrie Proctor, City University of New York,

  • Jantine Spilt, KU Leuven School Psychology and Development in Context

Associate Editors

  • Kizzy Albritton, The University of Texas at Austin

  • Nicholas Benson, Baylor University

  • Katie Eklund, University of Wisconsin-Madison

  • Stephanie Fredrick, University at Buffalo Graduate School of Education,

  • Daniel Hajovsky, Texas A&M University

  • Renee Hawkins, University of Cincinnati

  • David Klingbeil, University of Wisconsin-Madison,

  • Anna C. J. Long, Louisiana State University

  • Kathrin Maki, University of Florida

  • Julia Ogg, Northern Illinois University

  • Adrea Truckenmiller, Michigan State University

  • Desiree Vega, The University of Arizona

Statistical and Methodological Advisors

  • Tony Albano, University of California Davis

  • Bethany Bell, University of South Carolina

  • Qi Chen, University of North Texas

  • Shenghai Dai, Washington State University

  • Idean Ettekal, Texas A&M University

  • John Ferron, University of South Florida

  • Brian French, Washington State University

  • Eunsook Kim, University of South Florida

  • Wen Luo, Texas A&M University

  • Ehri Ryu, Boston College

  • Sujay Sabnis, Miami University

  • Kara Styck, Northern Illinois University

  • Michael Toland, The University of Toledo

  • Ethan Van Norman, Lehigh University

  • Greg Welch, University of Nebraska-Lincoln

  • Jordan Wheeler, University of Nebraska-Lincoln

  • Jiun-Yu Wu, Southern Methodist University

History of the JSP

A narrative history of SSSP and the Journal of School Psychology appeared in the Journal’s Volume 50, Issue 6

Editors of the Journal

Years Editor Volumes
2025—2026 Andy Garbacz 108
2020—2024 Craig Albers 84—107
2015—2023 Michelle K. Demaray 53—83
2010—2014 Randy G. Floyd 48(5)—52
2008—2010 Edward J. Daly III 46—48(4)
1999—2007 Robert C. Pianta 37—45
1993—1998 Joel M. Meyers 31—36
1987—1992 Raymond S. Dean 25—30
1981—1986 Thomas D. Oakland 19—24
1972—1980 Beeman N. Phillips 10—18
1968—1971 Jack I. Bardon 7—9
1963—1968 Donald C. Smith 1—6