Abstract
School psychologists provide services to help youth succeed socially, emotionally, behaviorally, and academically by conducting assessment, consultation, and intervention at both the individual and systemic levels (National Association of School Psychologists, https://www.nasponline.org/x55315.xml, The Professional Standards of the National Association of School Psychologists, 2020). While these three domains are considered the primary focus of school psychology practice, incorporating leadership and advocacy skills within these domains is required of school psychologists (Augustyniak et al. 2016), particularly in the context of persistent educational inequalities faced by students from marginalized backgrounds. Given this, it is imperative for school psychologists to provide leadership in this area through ongoing critical reflection and engaging in culturally responsive practices, as well as action toward equitable service delivery at the individual and systemic levels (Verga & Speight 2003). The purpose of this chapter is to describe ways school psychologists can serve as leaders for advocating for marginalized students in schools. The chapter describes the importance of supporting marginalized students and describes individual and systemic leadership efforts school psychologists can engage in to advocate for students. Throughout the chapter, vignettes are included to illustrate examples of the practices described.
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Ballard, S., Bender, S.L., Daniels, B., Molina Palacios, A. (2021). School Psychology Leadership for Marginalized Students. In: Kilanowski, L., Augustyniak, K. (eds) Principles of Leadership in School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-84063-1_7
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