School psychology has rapidly evolved in response to increasing academic, behavioral, and mental health needs of learners, particularly following the COVID-19 pandemic. This conceptual review synthesizes contemporary research related to school psychologists’ roles and assessment practices, focusing on evidence-based assessment, student well-being, equity in discipline systems, collaborative mental health frameworks, threat assessment procedures, academic achievement assessment, and emerging constructs such as spiritual intelligence and motivation-based formative assessment. The reviewed evidence indicates a global shift from traditional psychometric testing toward integrated service delivery involving prevention, consultation, multidisciplinary collaboration, and equity-centered decision-making. The review proposes a conceptual framework that positions school psychologists as systemic agents who integrate mental health, assessment, intervention, and school-wide collaboration. Recommendations include policy-level role clarification, training reform emphasizing evidence-based and culturally responsive assessment, and strengthening universal and targeted support for learners and educators.
Mr. Yash Baiju Naik (Thu,) studied this question.