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ABSTRACT This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology practice, including the journal's origins, editorial leadership, and evolving scope, including contributions from editors William A. Hunt, B. Claude Mathis, Gerald B. Fuller, LeAdelle Phelps, David E. McIntosh, and the incoming editor Shane R. Jimerson. A decade‐by‐decade analysis illustrates the major themes represented in the journal, including role definition and assessment in the 1960s, consultation and behavior change in the 1970s, mainstreaming and intervention research in the 1980s, data‐based decision‐making and discipline in the 1990s, workforce issues and Response to Intervention (RTI) in the 2000s, equity and prevention science in the 2010s, and mental health, crisis readiness, and Multi‐Tiered Systems of Support (MTSS) in the 2020s. The article also highlights the contemporary emphasis of PITS in advancing the practice of school psychology internationally. Representative articles from each decade are cited and summarized, demonstrating how PITS has consistently bridged research and practice to support students, educators, and the profession of school psychology. The article also describes the vision of the leadership team, emphasizing three intertwined priorities: strengthening the quality and timeliness of the peer review process, advancing rigorous scholarship that directly informs practice, and expanding diversity, equity, and inclusion across the journal's leadership, contributors, and published research.
Boyle et al. (Sat,) studied this question.