Abstract
School psychologists have a key role to play to support students from socio-economically disadvantaged backgrounds. This chapter reports on the prevalence of socio-economic disadvantage in Australia as it relates to the educational context. It provides school psychologists with strategies for working in socio-economic disadvantaged schools or when faced with students experiencing family poverty. The impact of socio-economic disadvantage on student outcomes is explored and practical interventions at the student and school levels that improve students’ participation and engagement in education are discussed.
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Thielking, M., Boie, F.A., Boie, A.A., Flatau, P., Teggelove, P. (2017). School Psychological Practice with Students from Socio-economically Disadvantaged Backgrounds. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_28
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