Abstract
The work of school psychologists is rooted in social justice and aims to preserve the rights, opportunities, and well-being of all children within the educational environment. In pre-service training, this requires that relevant knowledge and skills are taught explicitly and fostered carefully. At the University of Massachusetts Boston (UMass Boston), school psychology faculty infuse social justice through standalone theory-driven and experiential coursework, field-based learning activities, and supportive mentorship for students’ growth of critical research skills and professional competencies. In the context of a college and university that embrace a social justice mission, program faculty engage in research and training with the goal of fostering reflective discourse on current practices and strive for continuous improvement. This paper describes the UMass Boston specialist and doctoral school psychology training sequence as a descriptive example of a programmatic commitment to social justice. It also offers suggestions for school psychology trainers interested in developing a social justice infused sequence in their program.
