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We have chosen to focus on ethical-legal issues of interest to current and future school-based practitioners. Consistent with this focus, we did not include a discussion of issues associated with private practice. Interested readers are encouraged to consult C. B. Fisher (2017) and Knapp et al. (2017). We also did not address the legal rights of psychologists as employees in the public schools. However, we did address situations in which the freedoms of ordinary citizens must be balanced with the school psychologist’s professional roles and responsibilities.

There have been a number of changes in ethical guidelines and law since we completed work on the seventh edition of this text. The National Association of School Psychologists (NASP) revised its professional standards, including the Principles for Professional Ethics, in 2020, and the American Psychological Association revised its ethics code, Ethical Principles of Psychologists and Code of Conduct, in 2016 ([APA], 2017b). In the past several years, court rulings have provided new legal guidance on several issues of importance to school psychologists. For example, the US Supreme Court decision in Endrew v. Douglas County School District (2017) clarified interpretation of the meaning of a free and appropriate education under the Individuals with Disabilities Education Act as amended in 2004 (IDEA). The Supreme Court decision in Fry v. Napoleon Community Schools (2017) clarified that a student who has an individualized education program (IEP) under IDEA may have additional rights and protections under Americans with Disabilities Act as amended in 2008 that must be respected by the school.