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Background: Many young children experience the death of a family member and they may be at risk for developing psychological and behavioral problems, but not much is known about how to help young children cope with such a stressful and painful experience. Objective: The purposes of this study are to identify the interventions for bereaved young children and examine the effectiveness of the interventions. Method: A systematic review of the literature was performed to investigate the effects of interventions for preschool-age children (3-5 years) who experience the death of a family member. Results: Seventeen studies that met the inclusion criteria for the purpose of this review were identified. All of the studies involved a small sample, and majority of the studies mixed preschool children with other older children in the sample. Play-based therapies were the most common interventions for grieving young children. Involving parents in the interventions, regardless of their therapeutic orientation, was a critical ingredient. Conclusions: Limited empirical evidence of positive intervention outcomes for preschool-age bereaved children was available. Surviving parents were seen as an important agent to help young children grieve and cope with the experience of loss. Implications for school mental health practice and research are provided.

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This study explored the potential barriers to the success of sexual and gender minority (SGM) students in school psychology programs by assessing their experiences in academic and professional environments. The sample consisted of 34 SGM and 170 non-SGM school psychology graduate students in the United States. Results revealed that SGM and non-SGM students reported similar levels of academic engagement, peer and faculty support, self-efficacy, and perceived stress. However, SGM students, when compared to non-SGM students, perceived their academic and professional environments as less supportive of their gender and sexual identities. In addition, SGM students, especially those perceiving higher levels of microaggressions, reported significantly higher levels of worry about their future employment opportunity and job security as school psychologists. Training program and faculty support were related to SGM graduate students' psychological distress and sense of career perspectives. Implications suggest a need for creating more supportive academic and professional environments for SGM school psychology students. Public Significance StatementThis was the first study to explore the potential barriers to the success of sexual and gender minority graduate students in school psychology programs. The results highlight the unique challenges facing sexual and gender minority students in their academic and professional environments. Implications suggest a need for fostering a more positive climate in the profession of school psychology for sexual and gender minority graduate students.