Advancing Consultation and Family, School, and Community Collaboration

• Published in: School psychology review 2024-03, Vol.53 (2), p.115-122
• Main Authors: Gormley, Matthew J., Allen, Justin P., Jimerson, Shane R.
• Format: Article
• Language: English
• Subjects: Collaboration; consultation; Outcomes of Education; partnership; School psychologists; School Psychology; Students
• ISSN: 2372-966X; 0279-6015; 2372-966X
• DOI: 10.1080/2372966X.2024.2325294

Consultation and collaboration are identified by the National Association of School Psychologists (NASP) as practices that permeate all aspects of service delivery. These practices allow school psychologists to extend their reach by collaborating with community organizations, shifting tasks to capable individuals who can complete those tasks more cost-effectively, and training key stakeholders to intervene with students to improve outcomes. Both consultation and cross-system collaboration promise to improve outcomes for marginalized students and may begin to address some structural inequalities related to school-based services. This article describes consultation and cross-system collaboration, reviews the history of scholarship in this area published in School Psychology Review, and highlights five articles appearing in this issue on these topics. Specific implications for future scholarship and implications for practice are highlighted. Impact Statement This article highlights the central role of consultation and collaboration in the practice of school psychology. These service delivery methods are essential in extending the reach of school psychologists to meet the needs of students, especially those from marginalized groups. Practitioners can benefit from the innovative application of community collaboration and the identification of factors that influence consultative relationships, student outcomes, and cost-effectiveness.