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In ssss1, we discussed the goals of ethics training for school psychologists and provided a list of desired ethical-legal competencies. Several additional competencies specific to law are identified here. Competent school practitioners are alert to situations that involve legal issues, and seek consultation with knowledgeable supervisors (or, when appropriate, with experts on mental health law) when legal questions arise. They strive to make informed decisions that are respectful of student and parent legal rights and the legal rights of others, and they ensure that parents, students, and other clients understand their legal rights in the school setting. They recognize that law impacting public schools is complex and that misunderstandings of contemporary school law are not uncommon (Zirkel, 2012). When anticipated or real school administrative policies, practices, or decisions appear contrary to what the law deems appropriate, school practitioners raise questions through appropriate administrative channels after first “checking the facts” by consulting authoritative sources. Finally, school psychologists recognize that their actions may come under public scrutiny in a due process hearing, U.S. DOE OCR complaint investigation, or in court. They engage in actions that safeguard the legal rights of students and others; make decisions that are in compliance with law and with sound professional practices and that foster trust in school psychologists; and they document the decisions made and the basis for those decisions.