About the journal
School Psychology Review is a journal published by Taylor & Francis in United States. It is listed in PUBMED according to the sources read. Facts are reproduced as recorded at their sources with their capture dates; PublishLens indicators are available after sign-in.
Basic facts
- Publisher
- Taylor & Francis
- ISSN
- 0279-6015 · 2372-966X
- Country
- United States
- Access
- Not open access / not declared
- Declared peer-review model
- peer_review
- Official website
- https://www.tandfonline.com/toc/uspr20/current
Index listings
- PUBMED · 2008-12-01
- Indexing
- PUBMED
- APC
- —
- Declared review time (DOAJ)
- —
- Activity (OpenAlex)
- Active — latest works 2026
- PublishLens list status
- Shown after sign-in
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Methodology signals (dated facts from their sources)
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Descriptive metadata from public sources (DOAJ, OpenAlex, PubMed) as of the capture date shown — contains no assessment or judgment.
Works in OpenAlex
2875
Last recorded publication year
2026
h-index
154
i10-index
1540
From OpenAlex open data (CC0).
Editorial & policy5
- Observed digital preservation (Keepers registry)— snapshot 2026-10-05
- CLOCKSSPortico
- Norwegian register (HK-dir)— 2026
- Level 1 — approved scholarly channel
- Open references deposited at Crossref
- 99%
- ORCID iDs in current deposits
- 77%
- Enrolled in Crossref Similarity Check
- ✓
- Deposits licence metadata at Crossref
- ✓
Identity & continuity4
- Alternate titles
- SPR
- Source type
- journal
- NLM unique ID (PubMed)
- 9887369
- Society affiliations
- National Association of School Psychologists
Classification(no data)
No data available to the platform for this group
No platform data for: Classification — absence is not a judgment about the journal.
Subject areas
- Child and Adolescent Psychosocial and Emotional Development
- Child and Adolescent Psychosocial and Emotional Development
- Behavioral and Psychological Studies
- Behavioral and Psychological Studies
- Educational and Psychological Assessments
- Educational and Psychological Assessments
- Early Childhood Education and Development
- Early Childhood Education and Development
Show all subjects (50)
- Counseling Practices and Supervision
- Counseling Practices and Supervision
- Reading and Literacy Development
- Reading and Literacy Development
- Bullying, Victimization, and Aggression
- Bullying, Victimization, and Aggression
- Parental Involvement in Education
- Parental Involvement in Education
- Autism Spectrum Disorder Research
- Autism Spectrum Disorder Research
- Education Discipline and Inequality
- Education Discipline and Inequality
- Cognitive and developmental aspects of mathematical skills
- Cognitive and developmental aspects of mathematical skills
- Family and Disability Support Research
- Family and Disability Support Research
- Attention Deficit Hyperactivity Disorder
- Attention Deficit Hyperactivity Disorder
- Diverse Scientific and Economic Studies
- Diverse Scientific and Economic Studies
- Human auditory perception and evaluation
- Human auditory perception and evaluation
- Academic and Historical Perspectives in Psychology
- Academic and Historical Perspectives in Psychology
- Qualitative Research Methods and Ethics
- Qualitative Comparative Analysis Research
- Qualitative Comparative Analysis Research
- Qualitative Research Methods and Ethics
- Disability Education and Employment
- Disability Education and Employment
- Youth Development and Social Support
- Youth Development and Social Support
- Child Development and Digital Technology
- Child Development and Digital Technology
- Teacher Education and Leadership Studies
- Teacher Education and Leadership Studies
- Historical and modern epidemiology studies
- Historical and modern epidemiology studies
- Community Health and Development
- Community Health and Development
- Writing and Handwriting Education
- Writing and Handwriting Education
Community confirmations — what users saw in MJL or Scopus Sources; not platform verification and never part of any score.
The journal's record in other sources:Web of Science MJLDOAJ