The Intersect of Social Justice and Children’s Right to Participation: Implications for the Field of School Psychology

Abstract

<p style="text-align: justify;">The United Nations Convention on the Rights of the Child (CRC) is the first human rights treaty with the ultimate goal of providing conditions conducive to child health and development. The CRC is grounded on four guiding principles: (1) non-discrimination; (2) best interests of the child; (3) the right to life, survival, and development; and (4) respect for the views of the child. These CRC principles are consistent with a social justice approach within the field of school psychology. This article highlights implications for school psychologists and encourages school psychologists to be at the center of the process of measuring, advocating, and actualizing all rights under the CRC, including the right to participation, in schools throughout the world. A summary of the Rights Respecting Schools initiative is offered to provide a concrete example for school psychologists and other school-based professionals.</p>

A Multilevel Approach for Assessing Needs and Supporting School Communities During the COVID-19 Pandemic

“…For a holistic and effective response to the varied challenges of the pandemic, international and interdisciplinary collaborations and partnerships in research and training are essential. Finally, university collaborations could facilitate the development of evidence-based interventions that foster the well-being of all members of school communities, highlighting the importance of equity, justice, and diversity in crisis situations (Shriberg et al, 2013; Vaghri et al, 2020), and therefore contribute to the achievement of United Nations SDGs within school communities.…”