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School psychology for diversity: Editorial

The concept of student diversity has brought together issues related to at least two major categories of students whose needs are not usually adequately addressed in general educational provisions: students with disabilities and other forms of special educational needs, and students from minority cultures or disadvantaged backgrounds (UNESCO, 2009). School psychologists have long been at the forefront in helping education systems, educators and parents in developing an understanding and adequate provisions for these students. However, the main role ascribed to psychologists was generally that of individual assessment and intervention. Increasing understanding of the cultural context of development, increasing student diversity in schools, and a deeper appreciation of the principles of social justice, have put inclusive education at the forefront of educational reform, and this in turn has called for a change in the role of psychologists as promoters of whole-school healthy contexts for learning and development. These issues were addressed in the keynote papers presented at the 31st International School Psychology Association Conference in Malta in 2009 on ‘School psychology for diversity’, some of which are brought together in this special issue of SPI. Paul Bartolo sets out the main dilemma for all psychologists and school psychologists in particular: while psychologists have long been regarded as the experts about the challenges for adaptation faced by individuals who differ from the norm, inclusive education points towards the challenge of the context, community, education system, school and classroom to be transformed to welcome and support the