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This review summarizes primary studies on teachers’ preferences and perceptions of the psychological report. A systematic search identified 19 studies meeting the inclusion criteria. These studies were evaluated in terms of (a) psychological report section focus, (b) methodology, (c) research results, (d) discussion, and (e) recommendations. Across the 19 studies, 1,309 general and special education teachers indicated and rated their preferences and perceptions of the psychological report. In terms of the entire psychological report and especially the report recommendations, teachers preferred longer, descriptive, and more detailed reports. Teachers preferred reports that provided enough detail to aid in individualized education planning and recommendation and intervention implementation. Teachers also preferred reports written in integrated theme‐based formats as opposed to test‐by‐test formats. Teachers rated the level of detail and degree of psychological jargon used in reports as currently unsatisfactory. This review summarizes teacher preferences and identifies report features that aid in report comprehension and also provides a research basis from which to inform training and practice in psychological report writing.

Schools have played an increasingly central role in providing mental health services to youth, but there are limitations to the services that are available through school-based mental health professionals. Thus, collaboration with non-school-based community mental health providers is oftentimes necessary. As collaboration can address limitations of school-based services and enhance and complement school-based services, it has been identified as best practice in comprehensive mental health service delivery. This collaboration column provides a brief review that highlights the critical opportunities for collaboration between school- and non-school-based professionals. Potential barriers to effective collaboration are also discussed, and strategies are introduced to overcome these barriers in order to provide effective and complementary mental health services to students in need.

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Positive associations between measures of school or academic connectedness and behavioral and academic outcomes suggest that connectedess is an important protective factor for adolescents in the United States. However, little is known about the meaning or measurement of academic connectedness, outside the United States, and especially in South America where rapid economic and educational changes are underway. Using the Hemingway: Measure of Adolescent Connectedness measurement invariance analyses were conducted that compared Chilean and United States samples. Results revealed that although all scales reflected factorial validity in both cultures, the connectedness to school, teachers, and self-in-the-future factors were noninvariant across groups, whereas the factors of connectedness to peers and self-in-the-present were invariant across groups. Consequently, all of these subscales can be used in both contexts, but comparing United States and Chilean youth on three subscales may be ill advised.