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Abstract
Examining open science practices and how they can be applied to various fields is an ongoing movement. While fairly absent from the literature, rural school psychology is a field where applying components of open science could be beneficial. Rural school psychologists operate under unique parameters compared to their urban counterparts and as a result, have different barriers they face. By examining the pillars of open science, this article looks at the benefits open science could bring to rural school psychologists and their districts. Challenges to the implementation of open science in rural school districts are discussed, as is the opportunity for future research opportunities.
Impact Statement
Rural school psychologists and their students are often a forgotten marginalized population whose barriers need to be addressed in research and practice. Open science provides potential solutions for addressing some of these needs if barriers to implementation are addressed. The opportunities for future research in these areas are vast.
ASSOCIATE EDITOR:
DISCLOSURE
The author has no conflicts of interest to report.
Additional information
Notes on contributors
Amanda J. Hardin
Amanda J. Hardin, PsyD, is an Assistant Professor in the Department of School Psychology at the University of Tennessee at Chattanooga and a Nationally Certified School Psychologist. Her research focuses on issues within rural school psychology, improving early identification of females with autism, and the continued improvement of graduate education in school psychology.