COVID-19 and School Psychology: Adaptations and New Directions for the Field

Abstract

The COVID-19 pandemic, beginning January 2020, has already had an unprecedented impact on children, families, and schools around the world and in the U.S. The context and impact has varied considerably over time, including tremendous variation in schools providing education services in-person, via remote/distance learning, and various hybrid configurations involving both in-person and remote/distance learning configurations. This special topic section of School Psychology Review aims to disseminate innovations and adaptations in research, training, and practice that help to inform and advance the field during the COVID-19 pandemic. This introductory article offers a brief acknowledgement of the pervasive impact on communities around the world, provides a succinct synthesis of several recent research developments focused on key issues related to the COVID-19 pandemic and school psychology, as well as the pervasive impact on society, and then highlights the first three articles featured in this special topic section focused on adaptations and new directions for the field.

Keywords:

• COVID-19
• pandemic
• syndemic
• school psychology
• practice
• education