Journal of Applied School Psychology

Aims & Scope

The Journal of Applied School Psychology, as the Official Journal of the American Academy of School Psychology, is interested in published scholarly material that contributes to the development and maintenance of school psychology practice at its highest level.

Consequently, each submission should rest on solid theoretical or empirical support and convey information of use in applied school settings, related-educational systems, or community locations where school psychologists might work.

Thus, manuscripts appropriate for publication in the journal reflect psychological applications concerning individual students, groups of students, teachers, parents, or administrators with relevance to practicing school psychologists.

Practice implications should be stated explicitly within each manuscript.

The journal also seeks, over time, novel and creative ways to disseminate information about sound and empirically-supported school psychology practice.

Consequently, readers are encouraged to follow developments in submission guidelines for future manuscript submission options.

At present, three alternatives for traditional manuscript submissions (i.e., Case Studies, Service Delivery, and Science to Practice) are available.

For details about these three options, interested parties are referred to "Announcement from the incoming editor-in-chief: Addressing school psychology's need for rigorous scholarship with applied value" (Volume 25, Issue 1, pp. 1-4).

Furthermore, authors intending to submit an alternative manuscript are encouraged to contact the editor to discuss feasibilty of publication before initiating submission.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.5
2024	1.10

SJR (SCImago Journal Rank)

Year	Value
2024	0.534

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	37

Journal Rank

Year	Value
2024	10878

Journal Citation Indicator

Year	Value
2024	84

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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

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Subjects & Keywords

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

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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 Mindful Awareness Practices on Executive Functions in Elementary School Children

  Citation: 386

  Authors: Lisa, Susan L., M. Jennifer, Brian M., Susan, Jill, Eric, Connie

• Mindfulness Training for Elementary School Students

  Citation: 351

  Authors: Maria, Paul Rock, Lynn C.

• Bullying Is Power

  Citation: 245

  Authors: Tracy, Shelley, Patricia

• Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices

  Citation: 158

  Authors: Mary-Catherine, Steven

• Developmental Trajectories of Victimization

  Citation: 106

  Authors: Suzanne, Wendy M., Debra, Jennifer

• A Comparison of Self and Peer Reports in the Assessment of Middle School Bullying

  Citation: 103

  Authors: Christopher E., Dewey G.

• Sport-Based Life Skills Programming in the Schools

  Citation: 101

  Authors: Steven J., Tanya, Ian

• The Association of Bullying and Victimization with Middle School Adjustment

  Citation: 95

  Authors: Tonja R., Denise L., Bruce G.

• Peer Victimization in Middle School

  Citation: 94

  Authors: Sandra, Amy, Jaana

• Perceptions and Attitudes Toward Bullying in Middle School Youth

  Citation: 90

  Authors: Susan M., Paulette Tam

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