Contemporary School Psychology publishes works steering the development and dissemination of effective policies, programs, and practices associated with all domains of the school psychology profession. It incorporates a variety of works that coalesce around that aim. Works published include: Original research involving the analysis of qualitative and/or quantitative data. Studies describing the process and outcomes associated with research-practice partnerships. Systematic reviews of literature addressing current topics. Policy analyses describing implications of federal, state, and local laws and regulations. Essays and other creative works involving critical reflections from trainers, practitioners, graduate students, and those who are traditionally thought of as 'receivers of service', such as teachers, caregivers, and students. The Journal is sponsored by the California Association of School Psychologists (CASP). The Journal is published by Springer. The Editorial office of Contemporary School Psychology: Michael Hass, Editor-in-Chief, Chapman University, Email: mhass@chapman.edu Meagan O'Malley, Editor-in-Chief-Elect, California State University, Sacramento: Email: meagan.omalley@csus.edu .