School Psychologists are called to increase the well-being of clients they serve. However, despite a focus on supporting academic and behavioral success, school psychology has been used to enforce Eurocentric standards of normalcy and behavior on students in schools, punishing and excluding those deemed different. “Othering” is rooted in a legacy of educational indoctrination and assimilation negatively impacting students from minoritized backgrounds and represents a “colonial present”. To evaluate the epistemic violence endemic to school psychology, we conducted a systematic literature review of the most recently published literature across five school psychology journals (n = 627) utilizing a decolonial framework. Articles were coded for demographic inclusion, empirical approach, disciplinary context, minoritized inclusion level, and acknowledgment of author situatedness and roles in maintaining colonialist structures. While, 81% of studies included some degree of minoritized inclusion, less than 5% of these articles utilized culturally responsive approaches or acknowledged colonialism or white supremacy. Recommendations for a movement toward a more decolonial approach to school psychology research are discussed.

中文翻译：

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非殖民化学校心理学研究：系统文献回顾

学校心理学家被要求增加他们服务的客户的福祉。然而，尽管学校心理学专注于支持学业和行为上的成功，但学校心理学已被用来对学校学生执行以欧洲为中心的常态和行为标准，惩罚和排除那些被认为不同的人。“其他”植根于教育灌输和同化的遗产，对来自少数族裔背景的学生产生负面影响，并代表了一种“殖民现状”。为了评估学校心理学特有的认知暴力，我们对五种学校心理学期刊（n= 627）利用非殖民框架。文章被编码为人口包容、实证方法、学科背景、少数化包容水平，以及对作者地位和在维护殖民主义结构中的作用的承认。虽然 81% 的研究包括某种程度的少数化包容，但这些文章中只有不到 5% 采用了文化响应方法或承认殖民主义或白人至上主义。讨论了对学校心理学研究采取更加非殖民化方法的建议。