School Psychologists as Advocates: Addressing Microaggressions Targeting Students in Schools

The aim of this conceptual paper surrounds a discussion of school psychologists’ role as advocates who can combat the prevalence of microaggressions in schools. The authors first define microaggressions in the context of Critical Race Theory and discuss the negative impact these transgressions have on students. Advocacy is a foundational role of school psychologists, and combatting microaggressions is one way school psychologists can engage in such efforts. Given the goal of this special issues is to highlight how social justice advocacy can address critical issues in school psychology, we use the NASP Practice Model as a framework to describe how school psychologists can advocate to combat microaggressions and support students. Specific examples using scenarios and sample language are included with the intent that school psychologists may employ these strategies within their practice. We conclude with recommendations for graduate training and ongoing professional development.Impact StatementThis conceptual paper begins with an introduction to microaggression that includes a conceptualization in Critical Race Theory. The authors provide school psychologists with specific and practical recommendations to address microaggressions in schools that are organized based on the NASP Practice Model. Suggestions are also provided surrounding the importance of ongoing professional development and the relevance of graduate training in preparing school psychologists to combat microaggressions.