Published six times a year, School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. It offers articles reflecting high quality academic research in the field as well as examples of proven best practice.
School Psychology International aims to promote good practice in school and educational psychology throughout the world. Your subscription to this valuable resource will provide you with a forum for sharing ideas and solutions in current school psychology. The journal encourages innovation among all professionals in the field and presents descriptions of best practice with research studies and articles which address key issues and developments in school psychology world-wide.
School Psychology International publishes speculative 'work in progress' and emergent new methods and techniques which reflect the most innovative developments in the field. The journal is an indispensable resource for policy makers, researchers and practitioners of school psychology.
|Amity Noltemeyer||Miami University, Oxford, USA|
|Wan Har Chong||National Institute of Education, Singapore|
|Sally Grapin||Montclair State University, USA|
|Gregory Arief D. Liem||National Institute of Education, Singapore|
|Courtney L. McLaughlin||Indiana University of Pennsylvania, USA|
|Adrienne Bardo||Indiana University of Pennsylvania, USA|
|Caitlin Johnson||Miami University, Oxford, USA|
|Caven S. Mcloughlin||Kent State University, Ohio, USA|
|Nicholas Gelbar||University of Connecticut Health Center, USA|
|Jon M. Patton||Miami University, Oxford, Ohio, USA|
|Rose Marie Ward||Miami University, Oxford, Ohio, USA|
|Christopher A. Was||Kent State University, Kent, Ohio, USA|
|Daniel S. Newman||University of Cincinnati, USA|
|Abbas Abdollahi||Alzahra University, Iran|
|Sherry Bain||The University of Tennessee, USA|
|John Begeny||North Carolina State University, USA|
|Christopher Boyle||University of Exeter, UK|
|Bruce A Bracken||College of William & Mary, USA|
|Edvin Bru||University of Stavanger, Stavanger, Norway|
|Marilyn Campbell||Queensland University of Technology, Brisbane, Australia|
|Wanda Cassidy||Simon Fraser University, Burnaby, Canada|
|Xinjie Chen||Stanford University, USA|
|Ying-Yao Cheng||Institute of Education, NSYSU, Taiwan|
|Shao-I Chiu||Taipei College of Maritime Technology, Taiwan|
|Wan Har Chong||National Institute of Education, Singapore|
|Hyekyung Choo||National University of Singapore, Singapore|
|Vitor Coelho||Académico de Torres Vedras, Portugal|
|Tim Corcoran||Deakin University, Melbourne, Australia|
|Wendy Craig||Queens University, Kingston, Ontario, Canada|
|Jesus Alfonso D. Datu||The Education University of Hong Kong, Hong Kong|
|Sibnath Deb||Professor, Department of Applied Psychology, Pondicherry University|
|Yi Ding||Fordham University, USA|
|Mahmoud Emam||Sultan Qaboos University, The Sultanate of Oman|
|Nathaniel von der Embse||Temple University Philadelphia, Pennsylvania, USA|
|Thomas K. Fagan||University of Memphis, USA|
|Chantal Faucher||Simon Fraser University, Canada|
|Randy G. Floyd||The University of Memphis, USA|
|John M. Froiland||University of Northern Colorado, Greeley, USA|
|Erin Harper||Texas A&M-Commerce, USA|
|Stuart N Hart||University of Victoria, British Columbia, Canada|
|Melissa Heath||Brigham Young University, Provo, USA|
|Cathy Ka Weng Hoi||University of Macau, Macau|
|Garry Hornby||University of Canterbury, Christchurch, New Zealand|
|Scott Huebner||University of South Carolina, Columbia, USA|
|Ryan J. Kettler||Rutgers University, USA|
|Silvia H. Koller||Universidade Federal do Rio Grande do Sul, Brazil|
|Chiaki Konishi||McGill University, Canada|
|Tamika La Salle||University of Connecticut, USA|
|Dong H. Lee||Sungkyunkwan University, South Korea|
|Seung-yeon Lee||Ewha Woman's University, Seoul, Korea|
|Lei Li||PhD Supervisor, Renmin University of China, Beijing, China|
|Anna Long||Louisiana State University, USA|
|Andrew Martin||University of New South Wales, Australia|
|Ryan McGill||William and Mary School of Education, Virginia, USA|
|Elias Mpofu||University of North Texas, USA|
|Raul Navarro||University of Castilla-La Mancha, Spain|
|Youyan Nie||Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore|
|Alex Pessoa||University of Western São Paulo (UNOESTE), Brazil|
|Kenneth Rigby||University of South Australia, Adelaide, South Australia|
|Phillip Saigh||Columbia University, USA|
|Linda Theron||University of Pretoria, South Africa|
|Kevin Woods||The University of Manchester, UK|
|Junmei Xiong||Central China Normal University, China|
|Chunmei Zhang||Wuhan University, Wuhan, China|
|Wenxin Zhang||Shandong Normal University, China|
|Mingming Zhou||University of Macau|
This Journal is a member of the Committee on Publication Ethics
Please read the guidelines below then visit the Journal’s submission site http://mc.manuscriptcentral.com/spi to upload your manuscript. Please note that manuscripts not conforming to these guidelines may be returned.
Only manuscripts of sufficient quality that meet the aims and scope of School Psychology International will be reviewed.
There are no fees payable to submit or publish in this journal.
As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you.
- What do we publish?
1.1 Aims & Scope
1.2 Article types
1.3 Writing your paper
- Editorial policies
2.1 Peer review policy
2.5 Declaration of conflicting interests
2.6 Research ethics and participant consent
- Publishing policies
3.1 Publication ethics
3.2 Contributor's publishing agreement
3.3 Open access and author archiving
3.4 Appeals and complaints
- Preparing your manuscript
4.2 Artwork, figures and other graphics
4.3 Supplementary material
4.4 Reference style
4.5 English language editing services
- Submitting your manuscript
5.2 Information required for completing your submission
- On acceptance and publication
6.1 SAGE Production
6.2 Online First publication
6.3 Access to your published article
6.4 Promoting your article
- Further information
Before submitting your manuscript to School Psychology International, please ensure you have read the Aims & Scope
SPI publishes original research and review articles of international interest in all practical and academic areas of school and educational psychology. Manuscripts should be between 3,000 and 6,000 words in length, including Tables, Figures, References, and any Appendices. Manuscripts should be as concise as possible, while retaining a clear presentation of the subject matter. SPI will at times publish articles longer than 6,000 words if warranted by the contribution of the study (e.g., high quality multi-study manuscripts); however, a compelling justification and rationale for a longer format should be included in the submission letter. Articles over 7,000 words may be published but will require authorization from the Editor. Authors interested in including additional information beyond the 6,000 word limit are encouraged to utilize Supplementary Materials to accompany the article online (see Section 4.3 below for more details).
Supplementary Materials provide an opportunity for archiving information that enhances the full context of the article yet is not required to understand the article itself. Supplementary Materials may include Appendices, data sets, curriculum or intervention materials, tables/figures, or extended statistical analyses that would augment the article content.
A variety of research methodologies are actively encouraged (including quantitative and qualitative research, single-subject designs, and longitudinal studies, etc.) and the editorial team seeks manuscripts with methodological and statistical sophistication and rigor. Research designs appropriate for uncovering causal relationships rather than resulting in simple descriptions are particularly welcomed. In all cases, the research design and statistical analyses must be appropriate for the given research questions and powerful enough to uncover meaningful conclusions and implications. Related to the submission of review articles, the editorial team particularly encourages those that use a systematic and rigorous process for identifying, synthesizing, and reporting the extant research on the topic.
Several types of research will not be considered for publication within the journal: (1) book reviews, (2) test reviews, (3) obituaries, (4) announcements, and (5) studies where undergraduate students serve as the participants. Furthermore, the journal discourages (and rarely accepts) the following types of research: (1) survey-research using an ill-justified sample and/or psychometrically questionable instrument, (2) submissions that primarily serve as analyses of tests and protocols used in investigations (e.g., analysis of the validity of instrumentation used in cross-cultural research), and (3) studies primarily focusing on children’s parents and teachers (unless multi-setting analyses have been performed that disclose cultural differences and similarities in the provision of psychological/educational services to children).
SPI also seeks to publish work that has broad relevance internationally. Thus, it is anticipated that a literature review will be internationally comprehensive and not, for example, limited to one national setting’s academic journals or practices. Research that focuses on a sample of children from a single national setting may, for example, include an author-derived discussion of the applicability of the research foci and the implications of the results across national boundaries (i.e., generalizable ‘lessons-learned’ for transfer across national boundaries). Studies absent of a discussion of the practical implications of the results to the provision of psychoeducational services to children in multiple locales are rarely accepted for SPI publication. It is anticipated that where interventions are proposed then school/educational psychologists are contemplated as integral intervention agents.
Procedures for the translation of tests used in settings for which they were not designed must be fully described and justified, and be reflective of contemporary best-practice.
Finally, SPI also welcomes proposals for themed issues developed around a topic consistent with the scope and mission of the journal. Such themed issues are designed to integrate a set of complementary manuscripts on a topic to substantively further knowledge and practice in that area. Authors interested in proposing a themed issue are encouraged to correspond with the Editor-in-Chief.
The SAGE Author Gateway has some general advice and on how to get published, plus links to further resources.
1.3.1 Make your article discoverable
When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online
All submitted manuscripts are first screened to determine their appropriateness to proceed to a full peer review. Manuscripts that do not align with the journal’s mission/scope, evidence possible duplication of content (from the authors’ own work or other work), or do not meet other requirements of the journal will be declined without a peer review.
For those manuscripts entered into full-review, SPI typically uses a blind peer review process in which neither the authors’ or reviewers’ identities are revealed. Although a reviewer may opt to share his or her name with the author in a review, our standard policy practice is for both identities to remain concealed. Typically, a manuscript subjected to full-review is reviewed by a content specialist and a methodologist; we strive for at least one of these reviewers to be from a nation/region/setting different from any of the co-authors. For research where data are collected from a single-setting, reviewers are specifically asked to evaluate the relevance of the paper for influencing practice in other nations. At the conclusion of the peer review process, the Editor provides the author with a final decision and a summary of reviewers’ comments to the author. All manuscripts are reviewed as rapidly as possible. Comments by reviewers are considered to be critically important in reaching a publication decision, nevertheless the determination made by the Editor (or Associate Editor serving as the Action Editor) is final (see 3.4 below for information on the appeals process).
All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.
All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.
Any acknowledgements should appear first at the end of your article prior to your Declaration of Conflicting Interests (if applicable), any notes and your References.
School Psychology International requires all authors to acknowledge their funding in a consistent fashion under a separate heading. Please visit the Funding Acknowledgements page on the SAGE Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
School Psychology International encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the SAGE Journal Author Gateway
For all research using human subjects, authors are required to include a statement on the title page indicating that the relevant Ethics Committee or Institutional Review Board provided (or waived) approval. When doing so, authors should ensure that they have provided the full name and institution of the review committee, in addition to the approval number. Furthermore, authors are also required to state in the methods section whether participants (or their parents/guardians) provided informed consent and whether the consent was written or verbal.
Participants have a right to privacy. Unless participants give their consent, identifying information, including names and initials, should be omitted from the article.
SAGE is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the SAGE Author Gateway
School Psychology International and SAGE take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software. Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.
3.1.2 Prior publication
If material has been previously published it is not generally acceptable for publication in a SAGE journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the SAGE Author Gateway or if in doubt, contact the Editor at the address given below.
Before publication, SAGE requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. SAGE’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants SAGE the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than SAGE. In this case copyright in the work will be assigned from the author to the society. For more information please visit the SAGE Author Gateway
School Psychology International offers optional open access publishing via the SAGE Choice programme. For more information please visit the SAGE Choice website. For information on funding body compliance, and depositing your article in repositories, please visit SAGE Publishing Policies on our Journal Author Gateway.
If an author wishes to appeal against an Editor’s decision, the author should petition to the Editor- in- Chief. If the decision was made by the Editor- in- Chief, he or she will appoint an independent advisor or panel to consider the appeal. If an author wishes to make a complaint about other journal processes (i.e., outside of editorial decisions), he or she should first consult the Editor- in- Chief. If the complaint is not satisfactorily resolved, the author will be referred to an independent advisor and the Committee on Publication Ethics, in that order until the concern is resolved.
The preferred format for your manuscript is Word. LaTeX files are also accepted. Word and (La)Tex templates are available on the Manuscript Submission Guidelines page of our Author Gateway.
For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit SAGE’s Manuscript Submission Guidelines
Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from SAGE after receipt of your accepted article.
This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplementary files
School Psychology International adheres to the APA reference style. View the APA guidelines to ensure your manuscript conforms to this reference style.
Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using SAGE Language Services. Visit SAGE Language Services on our Journal Author Gateway for further information.
School Psychology International is hosted on SAGE Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit http://mc.manuscriptcentral.com/spi to login and submit your article online.
IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created. For further guidance on submitting your manuscript online please visit ScholarOne Online Help.
Please use the Author Submission Checklist.
As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).
Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the SAGE Author Gateway
Your SAGE Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be sent by PDF to the corresponding author and should be returned promptly. Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate. Please note that if there are any changes to the author list at this stage all authors will be required to complete and sign a form authorising the change.
Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the SAGE Journals help page for more details, including how to cite Online First articles.
SAGE provides authors with online access to their final article.
Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The SAGE Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice. In addition, SAGE is partnered with Kudos, a free service that allows authors to explain, enrich, share, and measure the impact of their article. Find out how to maximise your article’s impact with Kudos.
Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the School Psychology International editorial office as follows:
Amity Noltemeyer, Ph.D. email@example.com
[Corresponding authors should recognize that some internet-service providers (particularly ‘free’ and commercial services) are routinely blocked by university-servers because of concerns about the transmission of malware. Typically, communication from institutional and university-ISPs does not experience such a barrier. For this reason, author e-addresses should, wherever possible be derived from an ‘official’ institutional account rather than a proprietary ISP.]