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It is imperative that the field of school psychology in the United States continue to evolve in order to support the development, well-being, and educational success of all students. The confluence of numerous factors, including the sociopolitical zeitgeist, significant societal events, and the need to provide appropriate supports for students from minoritized backgrounds, converge to reveal and inform the importance of the field of school psychology continuing to develop. This special topic section of  School Psychology Review  focuses on reconceptualizing school psychology for the 21st century. The compilation of articles featured herein is both introspective and forward looking. These articles present important theories, frameworks, and approaches to improve school psychology’s responsiveness to the social injustice embedded in many of the core foundations of American society and inform our professional efforts to more effectively support every student. Several foundational orientations are emphasized, including critical consciousness, critical reflexivity, and other mindsets key to engaging in sustained efforts to advance social justice and antiracism. Implications for practice, scholarship, graduate education, and professional standards in school psychology are discussed. Impact Statement Sociopolitical and cultural changes have affected the lived experiences and needs of students, families, and educators, which, in turn, create the contexts within which school psychologists engage and affect the attitudes, assumptions, behaviors, and resources school psychologists bring to their work. This article highlights considerations and opportunities for school psychology faculty, practitioners, and students to advance the development of the field to support the students, families, and communities we serve.

Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States