SCHOOL PSYCHOLOGY INTERNATIONAL is a leading academic journal published by SAGE Publications Ltd, focusing on the interdisciplinary fields of developmental and educational psychology, education, and psychiatry and mental health. With its origins dating back to 1979, this esteemed journal aims to advance the understanding and practice of school psychology by disseminating high-quality research and innovative practices that support the development and well-being of students globally. Recognized for its impact, it currently holds a Q2 ranking in Developmental and Educational Psychology, a Q1 ranking in Education, and a Q2 ranking in Psychiatry and Mental Health according to the latest 2023 quartile assessments. The journal's commitment to excellence is further evidenced by its impressive standings in Scopus Ranks, where it occupies significant percentiles across various categories. Scholars and practitioners looking to stay at the forefront of research in school psychology can access this journal for insights that explore critical issues faced within educational systems, making it an invaluable resource for advancing both theoretical and applied knowledge.

Support for Learning is a prestigious academic journal published by Wiley that focuses on the crucial aspects of educational research and practices. With an ISSN of 0268-2141 and an E-ISSN of 1467-9604, this journal has been at the forefront of educational discourse since its inception in 1986, and continues to contribute valuable insights and findings through to 2024. The journal's scope encompasses various facets of learning support, catering to educators, researchers, and practitioners in the fields of education and social sciences. Ranked in the Q3 category in Education and positioned at 907 out of 1543 in the Scopus Education rankings, Support for Learning is not only recognized for its academic rigor but also plays a pivotal role in shaping effective educational strategies. While currently not offering open access, the journal provides significant contributions to the ongoing discussions in learning support methodologies, making it an essential resource for anyone committed to advancing educational practices.

INTERVENTION IN SCHOOL AND CLINIC is a prestigious journal published by SAGE Publications Inc, dedicated to advancing the understanding of clinical psychology and its application in educational settings. With an ISSN of 1053-4512 and an E-ISSN of 1538-4810, this journal serves as a vital resource for researchers, educators, and practitioners seeking to support the psychological well-being and learning outcomes of students. The journal has established itself as significant in its field, currently classified in the Q3 category for both Clinical Psychology and Developmental and Educational Psychology, and Q2 in Education, reflecting its importance in academic discourse. Covering a rich array of topics, from intervention strategies to policy implications, it invites submissions that contribute to the evidence base for effective practices in educational and clinical settings. With a history of publications spanning from 1965 to 2024, INTERVENTION IN SCHOOL AND CLINIC continues to be a cornerstone for enhancing the intersection of psychological research and education, proving essential for professionals committed to improving student outcomes.

Psychology in the Schools, published by Wiley, is a leading journal that explores the dynamic intersection of psychology and educational practices, significantly contributing to the fields of Developmental and Educational Psychology and Education. Since its inception in 1964, this esteemed journal has provided a platform for researchers, educators, and practitioners to disseminate innovative findings and theoretical advancements, fostering a deeper understanding of psychological principles in school settings. With an impressive Q2 ranking in Developmental and Educational Psychology and a Q1 ranking in Education as of 2023, it ranks within the top tiers of academic journals, reflecting its impact and relevance in contemporary discourse. Although it does not offer an Open Access option, those interested in pioneering research and practical applications in educational psychology will find invaluable resources and insights within its pages. As the journal continues to evolve towards its 60th anniversary in 2024, it remains committed to addressing the needs and challenges faced by students and educators alike, making it an essential resource for anyone invested in the psychological aspects of education.

JOURNAL OF SCHOOL PSYCHOLOGY, published by PERGAMON-ELSEVIER SCIENCE LTD, is a premier journal that aligns itself at the forefront of educational and developmental psychology. With an ISSN of 0022-4405 and an E-ISSN of 1873-3506, this journal has been a significant contributor to the field since its inception in 1963. It has established itself as a leading source of research and insights, boasting a remarkable reputation with a Q1 ranking in both Developmental and Educational Psychology and Education for 2023, positioning itself within the top tier of SCOPUS indexed journals. Researchers, educators, and practitioners benefit from its rigorous studies that explore the psychological dimensions of education and student behavior, fostering an enriching dialogue on important educational issues. Although it does not currently offer open access, the journal is well-regarded, with impactful research that serves to advance academic discourse and inform best practices within the educational community. Positioned in the United Kingdom, it caters to a global audience, inviting submissions that push the boundaries of our understanding of school psychology.

BEHAVIORAL DISORDERS, published by SAGE PUBLICATIONS INC, is a leading journal committed to advancing the understanding of behavioral challenges and disorders in educational settings. With its ISSN 0198-7429 and E-ISSN 2163-5307, the journal serves as an essential resource for researchers, professionals, and students in the fields of Clinical Psychology, Developmental Psychology, and Educational Psychology. Ranked in the Q2 category for both Clinical and Developmental Psychology, and Q1 for Education in 2023, it reflects the significant impact and high-quality research published within its pages. With its operational span from 1996 to 2011, and 2013 to 2024, BEHAVIORAL DISORDERS offers a rigorous platform for the dissemination of research and innovative practices that seek to improve outcomes for individuals facing behavioral disorders. Scholars and practitioners will find valuable insights and evidence-based strategies to inform their work. The journal is based in the United States, with its address at 2455 Teller Rd, Thousand Oaks, CA 91320, and can be accessed through traditional subscription models, ensuring comprehensive access to its influential research for the academic community.

Journal of Research on Leadership Education (ISSN: 1942-7751) is a premier academic journal published by SAGE Publications Inc, dedicated to advancing the understanding and practice of leadership education within the field of education. Established in 2006 and continuing through 2024, this journal provides a vital platform for researchers, educators, and policy-makers to share innovative findings and best practices in leadership development. With its current ranking of Q2 in the education category of the latest journal metrics, and a respectable 60th percentile in Scopus' education rankings, the journal is recognized for its significant contributions to the scholarship on leadership education. Although it does not operate under an open access model, the journal remains highly respected for its peer-reviewed articles, making it a crucial resource for anyone looking to deepen their understanding of leadership within educational contexts. Located in Thousand Oaks, California, the Journal of Research on Leadership Education stands as an influential voice in shaping the discourse surrounding leadership and its impact on educational success.

Health Psychology and Behavioral Medicine is a prestigious peer-reviewed journal published by Routledge Journals, Taylor & Francis Ltd, dedicated to advancing the understanding of the intersection between health psychology, behavioral science, and medicine. With a robust Open Access model implemented since 2013, this journal provides an inclusive platform for disseminating critical research findings to a global audience. The journal proudly holds notable rankings, including a Q1 classification in Health (Social Science) and Q2 ratings in both Behavioral Neuroscience and Psychology (Miscellaneous), underscoring its significant impact within these fields. Health Psychology and Behavioral Medicine invites multidisciplinary research contributions that explore the psychological processes influencing health behavior, which are crucial for healthcare professionals and policymakers alike. With its noteworthy presence in the academic community, this journal serves as a vital resource for researchers, practitioners, and students aiming to enhance their understanding of health-related behaviors and interventions.

Improving Schools is a distinguished academic journal published by SAGE Publications Ltd, focusing on the multifaceted field of education. With its ISSN 1365-4802 and E-ISSN 1475-7583, this journal serves as a pivotal platform for researchers, educators, and policymakers dedicated to enhancing educational practices and outcomes in school settings. Recognized for its robust contributions to the discipline, Improving Schools holds an impressive Q2 quartile ranking in the education category for 2023 and is positioned within the top 15% of journals in Social Sciences Education, based on its Scopus rank of #229 out of 1543. The journal is dedicated to publishing high-quality research articles, case studies, and theoretical discussions that address contemporary challenges in education from 1998 to the present. Despite not being an open-access journal, it remains an essential resource for academic discourse and innovation in the field of education, fostering a collaborative environment for professionals and students alike to explore effective strategies for school improvement.

Social Psychology of Education is a prestigious academic journal published by Springer, dedicated to advancing the understanding of social psychological processes within educational contexts. With an ISSN of 1381-2890 and an E-ISSN of 1573-1928, this journal has established its prominence in the field, evidenced by its Q1 rankings in multiple categories, including Developmental and Educational Psychology, Education, Social Psychology, and Sociology and Political Science for 2023. It ranks within the top percentiles of Scopus listings, reflecting its influential impact on the research community. Spanning from its inception in 1996 to the present, this journal aims to publish high-quality, empirical, and theoretical studies that explore the intersection of social psychology and education, fostering a deeper understanding of how social factors affect learning environments and educational outcomes. Although it does not currently offer open access, researchers, professionals, and students leverage its findings to inform practice and policy-making in educational settings. Located in Dordrecht, Netherlands, the journal continues to be a vital resource for those interested in educational psychology and sociological perspectives on learning.