The landscape for children and young people is rapidly changing, leading to increased demand for school psychologists in supporting student wellbeing, mental health, and academic success (Australian Psychological Society [APS], 2022). This panel will explore critical considerations for Australian school psychologists, who are called upon to play a pivotal role in this evolving context. Specifically, acknowledging diverse contexts, student needs and practitioner experiences reinforces and extends the APS Position Statement on Psychologists in Schools (2022) that demonstrates the integration of school psychologists as essential contributors to student wellbeing, learning, and mental health within education systems.
Bringing together experienced practitioners from the APS Psychologists in Schools Interest Group, this panel will delve into the strengths and opportunities of contemporary school psychology. We will explore innovative, evidence-based approaches and models in addressing complex challenges facing school communities and possible solutions, emphasising the need to foster skilled practitioners in supporting students' mental health, wellbeing, and learning.
A central focus will be understanding school systems and using relationships to provide multi-tiered systems of support (Loftus-Rattan et al., 2021). The panel will discuss how school psychologists are specialist staff uniquely placed to assist students' relational and systemic experiences, enhancing recognition and thus wellbeing (Mosco, 2024). Interdisciplinary collaboration is a core component of school psychology services (APS, 2018; Thielking & Terjesen, 2017), with school psychologists playing an important role in working alongside teachers (Burns, 2024). The panel will examine current enablers and constraints to effective multidisciplinary wellbeing teams and contemporary understanding of the needs of students with diverse life and processing experiences, alongside associated resource allocation. Reflecting on our diverse contextual perspectives, this panel aims to re-examine the potential of school psychology in 2026. Through shared insights, the discussion will seek to promote how school psychologists can leverage their unique positions within educational systems to support relational and systemic change, highlighting potential implications for policy and advocacy. The panel will review how effective clinical work, policies, processes, and everyday school practices can increase safer conditions at school whilst enhancing student learning and wellbeing outcomes. Given the demonstrated need to increase the number of school psychologists to achieve a minimum ratio of one full-time equivalent school psychologist for every 500 students (APS, 2022), promoting this vital role is timely. A new promotional infographic about the role of school psychologists will be launched at the conference.

1. Describe some key features of the evolving role of school psychologists within Australian education systems, including how they contribute to students' wellbeing, mental health, and learning experiences.

2. Analyse how multi-tiered systems of support and interdisciplinary collaboration can assist in meeting student needs and enhancing student outcomes in diverse school contexts.

3. Critically evaluate current systemic enablers and constraints impacting school psychologists and recall factors that may support relational and systemic change in schools.

Participants can listen to panel members' responses, pose questions to further their understanding and engage with the new promotional infographic that will be provided to participants.