International Journal of School and Educational Psychology

Aims & Scope

The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life.

IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal.

The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published.

The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship.

IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual.

The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues.

Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas.

While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	1.2
2024	1.80

SJR (SCImago Journal Rank)

Year	Value
2024	0.581

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	24

Journal Rank

Year	Value
2024	9990

Journal Citation Indicator

Year	Value
2024	210

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Effects of stress on students' physical and mental health and academic success

  Citation: 111

  Authors: Nilani L., Crystal L.

• Prevalence of adverse childhood experiences in school-aged youth: A systematic review (1990–2015)

  Citation: 106

  Authors: John S., Justina, Courtney L., Matthew R., Natalie A., Michelle M.

• Promoting child and youth resilience by strengthening home and school environments: A literature review

  Citation: 87

  Authors: Akwasi, Philip, Michael

• Interventions that promote resilience among teachers: A systematic review of the literature

  Citation: 83

  Authors: Kayleigh, Emily

• Trauma-informed schools: Supporting educators as they support the children

  Citation: 70

  Authors: Suniya S., Skyler H.

• Autonomous sensory meridian response (ASMR) and frisson: Mindfully induced sensory phenomena that promote happiness

  Citation: 61

  Authors: Marisa A., Thomas J.

• An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties

  Citation: 60

  Authors: Maria S.

• School-Wide Positive Behavior Support–Norway: Impacts on Problem Behavior and Classroom Climate

  Citation: 51

  Authors: Mari-Anne, Terje

• School-based mindfulness intervention supports adolescent resiliency: A randomized controlled pilot study

  Citation: 51

  Authors: Joshua C., Adam J., Melissa L., Erica, Pamela, Robert A.

• Autism in China: Progress and challenges in addressing the needs of children and families

  Citation: 50

  Authors: Elaine, Zheng, Lin

---