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Scoping Review of School-Based Psychological Report Writing Practices: Challenges, Best Practices, and Implications

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Title: Scoping Review of School-Based Psychological Report Writing Practices: Challenges, Best Practices, and Implications
Language: English
Authors: Stephanie Rahill (ORCID 0009-0002-0283-1855), Heather Tacovsky (ORCID 0009-0004-6735-1582)
Source: Psychology in the Schools. 2026 63(4):867-890.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: School Psychology, School Psychologists, Reports, Technical Writing, Parent Attitudes, Teacher Attitudes, Decision Making, Text Structure, Jargon, Readability, Student Evaluation
DOI: 10.1002/pits.70134
ISSN: 0033-3085
1520-6807
Abstract: This scoping literature review presents the findings of empirical literature regarding the report-writing practices of school psychologists, with the goal of evaluating current practices and identifying areas for improvement. The review of empirical literature yielded 55 studies that met inclusionary criteria. Available research meeting inclusionary criteria were coded into five categories: Parent understanding/perceptions of reports; educator understanding/perceptions of reports; impact of reports on decision-making; report organization and structure; and impact of writer characteristics. Findings emphasize the need for reducing jargon, improving readability, and integrating assessment data to enhance their utility for educators and parents. While findings suggest that practical and detailed recommendations are valued by stakeholders, the recommendations included in reports tend to be vague or unrelated to assessment data. Implications for practice are discussed which include strategies for the creation of practical, useful, and strength-based reports that are responsive to referral questions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499106
Database: ERIC
FullText Text:
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  Data: Scoping Review of School-Based Psychological Report Writing Practices: Challenges, Best Practices, and Implications
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Rahill%22">Stephanie Rahill</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-0283-1855">0009-0002-0283-1855</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heather+Tacovsky%22">Heather Tacovsky</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6735-1582">0009-0004-6735-1582</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(4):867-890.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 24
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22School+Psychology%22">School Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Reports%22">Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Writing%22">Technical Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Jargon%22">Jargon</searchLink><br /><searchLink fieldCode="DE" term="%22Readability%22">Readability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: 10.1002/pits.70134
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  Data: 0033-3085<br />1520-6807
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  Data: This scoping literature review presents the findings of empirical literature regarding the report-writing practices of school psychologists, with the goal of evaluating current practices and identifying areas for improvement. The review of empirical literature yielded 55 studies that met inclusionary criteria. Available research meeting inclusionary criteria were coded into five categories: Parent understanding/perceptions of reports; educator understanding/perceptions of reports; impact of reports on decision-making; report organization and structure; and impact of writer characteristics. Findings emphasize the need for reducing jargon, improving readability, and integrating assessment data to enhance their utility for educators and parents. While findings suggest that practical and detailed recommendations are valued by stakeholders, the recommendations included in reports tend to be vague or unrelated to assessment data. Implications for practice are discussed which include strategies for the creation of practical, useful, and strength-based reports that are responsive to referral questions.
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      – SubjectFull: Reports
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      – SubjectFull: Technical Writing
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Text Structure
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