ABSTRACT
This chapter considers factors that indirectly and directly impact and challenge school psychologists (SPs)' capacities to deliver effective consulting in schools. There are two major threats to consultation in Australian school settings: the length of training and breadth of practice and an aging of the knowledge base or pace of new knowledge and an aging workforce. Evidence-based practice and attention to RTI will make practice more efficient by targeting interventions more effectively. The future opportunities that SPs may embrace to enhance the possibility of effectively consulting in schools are considered. The background and training of consulting psychologists working in schools is refocused on policy and leadership and new areas of practice as much as one-on-one intervention and testing. Engaging school psychologists more in the range of consulting activities will better equip educational systems to provide engagement and interventions across educational settings and to students in all the states and territories of Australia.
