School Psychology

Aims & Scope

School Psychology publishes empirical studies and literature reviews of the psychology of education and services for children in school settings, encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, cross-cultural, and developmental perspectives.

Focusing primarily on children, youth, and the adults who serve them, School Psychology publishes research pertaining to the education of populations across the life span.

We welcome manuscripts from scholars throughout the world, including research from multi-site international projects and work that has the potential to be adapted to and implemented around the globe to address the needs of diverse populations, cultures, and communities.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.8
2024	3.90

SJR (SCImago Journal Rank)

Year	Value
2024	1.301

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	91

Journal Rank

Year	Value
2024	3082

Journal Citation Indicator

Year	Value
2024	636

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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
• Medline

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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.

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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.

• Teacher stress and anxiety during COVID-19: An empirical study.

  Citation: 154

  Authors: Tim, Cheyeon, Emily

• Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model.

  Citation: 131

  Authors: Qian, Lili, E. Scott, Xinxin

• Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study.

  Citation: 126

  Authors: Mei-ki, Jill D., Smaranda Ioana, Dina A. N., Karen

• Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.

  Citation: 78

  Authors: Keith C., James, Wendy M., Francis L.

• Adolescent academic worries amid COVID-19 and perspectives on pandemic-related changes in teacher and peer relations.

  Citation: 71

  Authors: Leah M., Rebecca M.

• Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.

  Citation: 70

  Authors: Kent, Erik J., Sarah, Sara C., Keith, Eoin, María Reina, Sara, Sean C., Rhonda N. T., Tabathia S.

• Brief teacher training improves student behavior and student–teacher relationships in middle school.

  Citation: 69

  Authors: Mylien T., Michael D., Joanne, Kristine, Katherine S., Lillian, Clayton R.

• The dual pandemics of COVID-19 and systemic racism: Navigating our path forward.

  Citation: 63

  Authors: Janine M.

• Measuring teacher practices and student academic engagement: A convergent validity study.

  Citation: 61

  Authors: Adam J., Linda A., Elisa S.

• The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19.

  Citation: 49

  Authors: Qianyu, Yeram, Cixin, Cuiying

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