• Mr. Yash Baiju Naik

School psychology has rapidly evolved in response to increasing academic, behavioral, and mental health needs of learners, particularly following the COVID-19 pandemic. This conceptual review synthesizes contemporary research related to school psychologists’ roles and assessment practices, focusing on evidence-based assessment, student well-being, equity in discipline systems, collaborative mental health frameworks, threat assessment procedures, academic achievement assessment, and emerging constructs such as spiritual intelligence and motivation-based formative assessment. The reviewed evidence indicates a global shift from traditional psychometric testing toward integrated service delivery involving prevention, consultation, multidisciplinary collaboration, and equity-centered decision-making. The review proposes a conceptual framework that positions school psychologists as systemic agents who integrate mental health, assessment, intervention, and school-wide collaboration. Recommendations include policy-level role clarification, training reform emphasizing evidence-based and culturally responsive assessment, and strengthening universal and targeted support for learners and educators.

School psychology, assessment, evidence-based practices, threat assessment, student well-being, formative assessment, resilience, collaboration.

"A Conceptual Understanding of Contemporary Roles of School Psychology and Assessment Practices in Post-Pandemic Educational Contexts", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 1, page no.b489-b495, January-2026, Available :http://www.jetir.org/papers/JETIR2601171.pdf

"A Conceptual Understanding of Contemporary Roles of School Psychology and Assessment Practices in Post-Pandemic Educational Contexts", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 1, page no. ppb489-b495, January-2026, Available at : http://www.jetir.org/papers/JETIR2601171.pdf