Document Type

Article

Publication Date

2026

Publication Title

School Psychology Review

Keywords

microaggression, school psychology, advocacy

Abstract

The aim of this conceptual paper surrounds a discussion of school psychologists’ role as advocates who can combat the prevalence of microaggressions in schools. The authors first define microaggressions in the context of Critical Race Theory and discuss the negative impact these transgressions have on students. Advocacy is a foundational role of school psychologists, and combatting microaggressions is one way school psychologists can engage in such efforts. Given the goal of this special issues is to highlight how social justice advocacy can address critical issues in school psychology, we use the NASP Practice Model as a framework to describe how school psychologists can advocate to combat microaggressions and support students. Specific examples using scenarios and sample language are included with the intent that school psychologists may employ these strategies within their practice. We conclude with recommendations for graduate training and ongoing professional development.

Funding Source

This article was published open access thanks to a transformative agreement between Milner Library and Taylor & Francis.

Comments

First published in School Psychology Review (2026): https://doi.org/10.1080/2372966X.2026.2692335

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI

10.1080/2372966X.2026.2692335

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