# School psychology and institutional initiatives for school inclusion processes

## TL;DR

This paper explores how school psychologists can help create inclusive schools through institutional initiatives and interdisciplinary approaches.

## Contribution

The paper introduces institutional initiatives in critical school psychology to foster inclusive educational environments.

## Key findings

- Institutional initiatives can help raise awareness and develop anti-capacity practices in schools.
- School psychologists can play a key role in promoting inclusion through professional practices.
- Collective actions are essential to enhance learning and coexistence in inclusive contexts.

## Abstract

The aim of this article is to discuss inclusion from the perspective of critical school psychology, highlighting institutional initiatives to understand and construct a more plural, interdisciplinary and inclusive school environment. Initially, conceptions and concepts on the subject were reviewed in their historical and social processes, relating them to educational policies and to the possibilities for the school psychologist to act in order to raise awareness and to develop subjects in anti-capacity practices. Subsequently examples of the school psychologist’s work are addressed as a feasibility of professional practice to foster inclusion in educational spaces. Finally, it is advocated that critical school psychology be committed to establishing institutional and collective actions to consolidate pedagogical work in inclusive contexts, in order to enhance learning processes, communication and coexistence between different people. These actions expand the possibilities for complex psychological development for everyone - people with and without disabilities.