A Conceptual Understanding of Contemporary Roles of School Psychology and Assessment Practices in PostPandemic Educational Contexts

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.