School Psychology

Papers
(The TQCC of School Psychology is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-08-01 to 2025-08-01.)
ArticleCitations
Adopting global perspectives in school psychology.145
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.118
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.70
Supplemental Material for Middle and High School Teachers’ Praise and Reprimand Delivery67
Supplemental Material for Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English60
Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.58
Mastery measurement in mathematics and the goldilocks effect.43
The interplay of stress, burnout, and mindful self-care in school psychologists.39
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.36
School-based autism evaluations in the COVID-19 era.29
Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.26
Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.25
Supplemental Material for Adolescents’ Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors23
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.23
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.23
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.21
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.21
Poisson regression is the best method to analyze cumulative adverse childhood experiences.20
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.18
The association between student socioeconomic status and student–teacher relationships on math achievement.17
Supplemental Material for School Considerations for Children With Heart Disease During the COVID-19 Pandemic16
Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience.16
Supplemental Material for Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic15
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.15
Acknowledgments15
A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.14
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.14
Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.14
Supplemental Material for Time Spent on Distance Learning Moderates Changes in Teachers’ Work-Related Well-Being One Year After the First School Closures14
Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.14
Understanding African American vernacular English and reading achievement: Implications for the science of reading.14
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.13
Collecting, modeling, and visualizing network data from educators: A tutorial.13
Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico.13
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.12
Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Medi12
Randomization in single-case design experiments: Addressing threats to internal validity.11
The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.10
Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.10
Introduction to the special issue: Social network analysis and its application to schools.10
Supplemental Material for Deliberate Practice of Consultation Communication Skills: A Randomized Controlled Trial9
Supplemental Material for Examining the Validity and Measurement Invariance Across Gender and Race of the Implicit Thoughts, Emotion, and Behavior Questionnaire9
Are child and adolescent students more uncivil after COVID-19?8
Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal.8
A call to action for school psychology to address COVID-19 health disparities and advance social justice.8
Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks.8
Dimensions of family–school partnerships for autistic children: Context and congruence.7
Social network analysis and its applications to school psychology: A tutorial.7
The practices of psychologists working in schools during COVID-19: A multi-country investigation.7
Supplemental Material for Fix Your Crown, Queen: Evaluating the Effects of a Culturally Enriched Social–Emotional Learning Intervention for Black Girls7
Social consequences of educational measures: A commentary.7
Supporting implementation of culturally responsive teaching in a therapeutic setting.7
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review7
Supplemental Material for Depression and Anxiety Among K–12 Teachers in the United States: A Systematic Review7
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.6
Student mental health since COVID-19 and teachers’ use of culturally relevant and emotionally supportive practices.6
Supplemental Material for Making, Keeping, and Influencing Friends: The Role of Fear of Negative Evaluation and Gender in Adolescent Networks6
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.6
A scoping review of universal school-based resilience programs for adolescents.6
Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study6
Improving student outcomes through interprofessional and interagency collaboration.6
Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.6
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics5
Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.5
Supplemental Material for Publication and Characteristics of Qualitative Research in School Psychology Journals Between 2006 and 20215
Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.5
Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.5
Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.5
Supplemental Material for Network Distance and Centrality Shape Social Learning in the Classroom5
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.5
Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.5
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling5
Supplemental Material for The Roles of Resilience, Peer Relationship, Teacher–Student Relationship on Student Mental Health Difficulties During COVID-195
Evaluating the effects of the color wheel system on a teacher’s repeated directions.4
Identifying profiles of school climate in high schools.4
Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth4
Supplemental Material for A Precision-Based Approach to Implement Evidence-Based Interventions for Students With Externalizing Behaviors in Developing Countries: A Single Case Experimental Study in Ch4
Supplemental Material for Cultural Adaptation of Positive Behavioral Interventions and Supports Tier 1 in a Chinese Elementary School4
Student-centered instruction can build social–emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.4
The COVID-19 pandemic as a long-term school crisis: Impact, risk, resilience, and crisis management.4
Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.4
Evidence of the indirect transmission of emotions from teachers to students in mathematics: The mediating role of instructional quality.4
Supplemental Material for Importance, Quality, and Engagement: School Mental Health Providers’ Perceptions Regarding Within-District Transition Care Coordination Practices4
Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.4
Supporting children’s mental health in school over a decade later: Current teacher perspectives.4
Potential scoring and predictive bias in interim and summative writing assessments.4
Supplemental Material for A Scoping Review of Universal School-Based Resilience Programs for Adolescents4
Cultural adaptations to evidence-based interventions and practices in psychology.4
Black adolescents’ perceptions of COVID-19: Challenges, coping, and connection to family, religious, and school support.3
Supplemental Material for Usability and Social Consequences of the Early Identification System as a Universal Screener for Social, Emotional, and Behavioral Risks3
Supplemental Material for A Social–Ecological Model of Preschoolers’ Aggressive Behavior: An Exploratory Analysis3
The development of a Black history- and racial identity-focused resiliency intervention for Black boys: A pilot study of Promoting Emotional Resiliency Skills In Small Teams (PERSIST).3
Fine-grained effect sizes.3
The invisible work of persisting: BIWOC students in school psychology doctoral programs.3
Supplemental Material for Cultural Adaptation and Evaluation of a School-Based Positive Psychology Intervention Among Chinese Middle School Students: A Mixed Methods Program Design Study3
The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health.3
Supplemental Material for Belonging in Diverse Contexts: Sociability Among Same-Ethnic and Cross-Ethnic Peers3
The impact of test-taking strategies on eye movements of elementary students during reading comprehension assessment.3
Exploring a dual-factor mental health screening model with children in grades 5–10.3
School support, chaos, routines, and parents’ mental health during COVID-19 remote schooling.3
Behavioral interventions for Black male students: A systematic review.3
Supplemental Material for Evaluating the Factor Structure and Measurement Invariance of the Academic Competence Evaluation Scales–Short Form3
Supplemental Material for “Let’s Talk About It”: Black Youths’ Perceptions on the Development of a School-Based Social Media Campaign3
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.3
Supplemental Material for The Impact of Test-Taking Strategies on Eye Movements of Elementary Students During Reading Comprehension Assessment3
Adolescent perceptions of school before and after psychiatric hospitalization: Predicting suicidal ideation.3
Time spent on distance learning moderates changes in teachers’ work-related well-being one year after the first school closures.3
Teacher well-being and organizational citizenship behavior in Arab educational system in Israel: The implications of teacher collective involvement in decision making and organizational commitment.3
Supplemental Material for Measurement Invariance of the Inventory of Teacher–Student Relationships Among Middle and High School Students3
Single-item principal stress and coping measures: Concurrent and predictive validity and comparisons to teacher measures.3
Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.3
Mixed-methods needs assessment for development of school-based mental health implementation science capacity in low- and middle-income countries: Vietnam as a case example.3
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.3
Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities.3
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