Maintaining a Commitment to Social Justice: The Challenges of Labor Conditions in School Psychology

Abstract

School psychology training programs can influence graduates’ understanding of and commitment to issues pertaining to social justice in schools. Personnel shortages in the field may have implications for how school psychologists work, and this may be especially pronounced in the activities school psychologists do in the advancement of social justice. This study examined survey responses from school psychologists who graduated from a social justice-oriented training program pertaining to work conditions, job satisfaction, and perceptions of work activities related to social justice. Thirty-three respondents provided examples of student and systems level social justice activities they engage in as part of their role, examples of barriers and facilitators associated with their social justice activities, and areas of change about their role that would allow them to be more effective social justice agents. Results affirm the role of the training program in influencing school psychologists’ commitment to social justice. Time constraints on the job and role limitations are perceived as barriers to engaging in more work for social justice. A complex view of colleagues and administrators was shared; some were viewed as allies, and others were viewed as raising opposition to work for social justice. The need to incorporate training in leadership, collaboration, and team-building was elucidated through this study.