School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.

School Psychology Review (SPR) is a peer-reviewed journal published quarterly by NASP. Its primary purpose is to provide a platform for communicating scholarly advances in research, training, and practice related to psychology and education, specifically in the field of school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies, as well as the evaluation of these approaches. SPR presents significant conceptual developments and empirical findings from a wide range of disciplines, including education, child clinical psychology, pediatrics, and community studies.

《School Psychology Review》是由NASP每季度出版的同行评审期刊。其主要目的是提供一个交流心理学和教育领域相关研究、培训和实践的学术进展的平台，特别是与学校心理学相关的内容。特别关注的是那些呈现原创性、基于数据的研究的文章，这些研究能够为创新干预和预防策略的发展以及这些方法的评估做出贡献。《School Psychology Review》展示了来自多个学科（如教育、儿童临床、儿科、社区等）的重要概念发展和实证发现。

School Psychology Review

Previous studies found different trajectories of conflicted relationships with teachers predictive of academic underachievement. However, little is known about what places children at risk for atypical conflict trajectories. This follow-up study examines whether African American ethnicity, IQ, and SES are unique predictors of teacher-student conflict trajectories taking into account sociobehavioral predictors, including aggression and prosocial behavior. The study included the same ethnically diverse sample of 657 academically at-risk children in which previously four latent growth classes of conflict trajectories (grades 1-5) predictive of underachievement were identified. In this follow-up study, 6 predictors were examined: African American ethnicity, SES, IQ (independent assessment), Inhibitory control (performance measure), and Aggression and Prosocial behavior (peer assessment). The results demonstrated that African American ethnicity, but not IQ and SES, uniquely predicted atypical conflict trajectories, while controlling for sociobehavioral predictors. African American children were at risk of increasingly conflicted relationships with elementary school teachers, which has been found to increase the risk of academic underachievement in middle school.

Jantine L. Spilt

Jan N. Hughes

African American Children at Risk of Increasingly Conflicted Teacher–Student Relationships in Elementary School

小学阶段非裔美国儿童面临日益紧张的师生关系风险

In the present study, we examined a transactional model of parenting self-efficacy (PSE) and the parent-teacher connection (PTC). Based on this model, we hypothesized positive, bidirectional relations between PSE and PTC during the transition to early elementary school. We also examined stable differences between caregivers in PSE and PTC and the extent to which PSE and PTC predict child behavior. Participants were 175 primary caregivers of children in early elementary school. Results of random intercept cross-lagged panel modeling suggest that Grade 1 PSE was related to higher Grade 2 PTC. Simultaneously, Grade 1 PTC was related to higher Grade 2 PSE. Results also suggest stable differences between caregivers in PTC, but not PSE, between kindergarten and Grade 2. At Grade 2, PSE, but not PTC, detectably predicted Grade 3 child prosocial behavior and conduct problems. Implications for family-centered and family-school interventions, study limitations, and directions for future research are discussed.

Caleb Eisen Flack

Garret James Hall

S. Andrew Garbacz

Elizabeth A. Stormshak

Laura Lee McIntyre

Examining the Parent-Teacher Connection, Parenting Self-Efficacy, and Child Behavior During the Transition to Early Elementary School

考察幼小衔接阶段家长与教师的联系、家长育儿自我效能感及儿童行为

Chavez Phelps

Eui Kyung Kim

Shane R. Jimerson

Promoting Safe and Supportive Schools: Contemporary Research Advancing Science, Practice, and Policy

促进安全和支持性学校：当代研究推动科学、实践和政策发展

Despite the pressing need for culturally responsive practices to ensure equitable outcomes for students from diverse backgrounds, there remains a lack of research on deliberate cultural considerations within evidence-based social and emotional learning (SEL) practices. In response, the current study seeks to explore evidence-based practices of culturally responsive SEL programs by reviewing literature published in the last ten years. A total of 13 studies were included in a qualitative systematic review. Among them, seven studies were incorporated in a quantitative meta-analysis. The authors investigated (a) for whom the programs were implemented, (b) by whom the programs were implemented, (c) how the programs were planned and implemented, and (d) for what the programs were implemented. The overall effect size (Hedge's g) was 0.36. The subgroup difference analyses were conducted by using participant-, implementer-, program-, and outcome-related variables as moderators. Although the subgroup differences were not statistically significant, programs implemented at the targeted level, led by researchers, used multiple culturally responsive strategies showed higher effect sizes than those implemented at the universal level, led by teachers, and used only one culturally responsive strategy. Based on the findings, implications for implementing culturally responsive SEL programs were provided.

Jin Hyung Lim

Ella Rho

Chunyan Yang

Evidence-Based Practices of Culturally Responsive Social and Emotional Learning (SEL) Programs: A Systematic Review and Meta-Analysis

基于证据的文化响应型社会情感学习（SEL）项目的实践：一项系统综述和元分析

Parental incarceration affects millions of children and youth in the United States. Youth who have experienced parental incarceration are more likely to experience worse behavioral, academic, and health outcomes in comparison to their peers. However, less is known about factors that reduce the risk of poor outcomes for youth with a history of parental incarceration. This study used multivariable logistic regression analyses within a statewide sample of 119,029 students to examine school-based outcomes among youth with histories of parental incarceration as well as the potential protective effect of school connectedness for these outcomes. Results indicated that parental incarceration was associated with lower levels of academic achievement and more instances of disciplinary action. School connectedness moderated these associations; for students with an incarcerated parent, higher levels of connectedness to one's school increased the likelihood for academic achievement and reduced the risk for instances of disciplinary action. This study adds to the growing body of literature on students with incarcerated parents to include an examination of the potential protective factors that operate in these youths' lives. Results have important implications for school psychologists, including attending to and bolstering strategies and programs that increase school connectedness.

Elizabeth L. Shaver

Sarah A. Burcher

Rebecca J. Shlafer

Katie J. Stone

School Connectedness as a Protective Factor for School-Based Outcomes of Youth with a History of Parental Incarceration

学校联结作为父母监禁史青少年学校结果的保护因素

This longitudinal study examined the unique contributions of positive and negative dimensions of early adolescents' relationships and interactions with teachers and peers to self-esteem and depressive symptoms. Teacher–student relationships and interactions were measured by student reports of teacher closeness and conflict as well as observations of teacher praise and reprimands to the class. Peer acceptance and friendship quantity were used as positive dimensions of peer relationships, and peer rejection and number of mutual antipathies were used as negative dimensions. Data from 990 fourth- to sixth-grade students across 13 schools (53.35% girls, Mage = 10.61 years, SD = 0.91) were collected over three waves in one school year. Teacher conflict and peer antipathies predicted depressive symptoms. Teacher closeness, teacher conflict, and friendship quantity predicted self-esteem. The findings highlight the importance of relationships and interactions with both peers and the teacher for early adolescents' mental health and the need for a multidimensional view on school social experiences.

Karlien Demol

Nina Steenberghs

Karine Verschueren

Jantine Spilt

Hilde Colpin

Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence

同伴和师生关系对青春期早期心理健康的差异化贡献

Abbreviation	School. Psych. Rev.
Journal Impact	4.08
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q1)

ISSN	0279-6015, 2372-966X
h-index	103

Publication Information	Publisher: Taylor and Francis Ltd.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1996，Proportion of original research papers: 92.00%，Self Citation Rate:15.40%， Gold OA Rate: 1.75%

School Psychology Review

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African American Children at Risk of Increasingly Conflicted Teacher–Student Relationships in Elementary School

Examining the Parent-Teacher Connection, Parenting Self-Efficacy, and Child Behavior During the Transition to Early Elementary School

Promoting Safe and Supportive Schools: Contemporary Research Advancing Science, Practice, and Policy

Evidence-Based Practices of Culturally Responsive Social and Emotional Learning (SEL) Programs: A Systematic Review and Meta-Analysis

School Connectedness as a Protective Factor for School-Based Outcomes of Youth with a History of Parental Incarceration

Examining the Parent-Teacher Connection, Parenting Self-Efficacy, and Child Behavior During the Transition to Early Elementary School

Evidence-Based Practices of Culturally Responsive Social and Emotional Learning (SEL) Programs: A Systematic Review and Meta-Analysis

School Connectedness as a Protective Factor for School-Based Outcomes of Youth with a History of Parental Incarceration

Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence

Promoting Safe and Supportive Schools: Contemporary Research Advancing Science, Practice, and Policy