Child Rights and School Psychology: Concluding Thoughts

This chapter provides an overview and conclusions for the handbook. Readers are reminded that child rights advocacy can be accomplished through the work of professional organizations at international and national levels, as well as individual school and educational psychologists, as they engage in research, practice, training, and policy at the local level. Reflecting the words of Malala Yousafzia (I am Malala. Little Brown, New York, NY, 2013), the authors remind school psychologists of their key role as a “mesosystem” for promoting and protecting child rights through their connections with key stakeholders (e.g., parents, teachers, community members, and children themselves) across the child’s ecological systems.