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The students who attend our nation’s schools have become increasingly diverse in terms of race, ethnicity, language, national origin, and family composition (see Song et al., 2019). In addition, gay, lesbian, and transgender youth now “come out” at earlier ages than in previous generations, often during their middle or high school years (Jacob et al., 2010). Consequently, all practitioners must assess and periodically reassess their competence to provide services to a diverse clientele and seek the knowledge necessary to provide culturally sensitive services in the schools where they work.7 Where understanding of age, gender, race, ethnicity, national origin, religion, sexual orientation, gender identity or expression, disability, language, or socioeconomic status is essential for providing effective services, school psychologists are expected to have or to obtain the training, experience, consultation, or supervision necessary to provide effective services. If a school practitioner is not competent to provide services to a particular client, then they are obligated to consider referring the client to a professional who is qualified to provide the needed services (APA Standard 2.01; also NASP Standard II.1.1).