As graduate students, we are the future leaders of our field. We are uniquely positioned to advocate for policy changes in different contexts, including our classes, programs, field-based sites, districts, communities, states, and the nation. I specifically name these contexts because so many times as students we may think that if we're not at the nation's capital, then we're not engaged in advocacy. But advocacy is what we do, regardless of where we are. I believe we are responsible for speaking out against any inequitable or unjust practices we observe and developing effective solutions to address those issues.

Think about this: As current graduate students, we are actively going through rigorous training, coursework, and in-depth research about school psychology practices. Therefore, we are up to date on the most relevant practices and research in the field. This expertise equips us with valuable insights and evidence-based knowledge that can inform policy decisions. We have a wealth of specialized knowledge that policy makers can benefit from, so don't discount what you know. If you're someone who says, "I'm just a student," I challenge you to discard that phrase. Your knowledge and experience are paramount for decision makers.

In addition, we are well equipped to translate complex research findings into actionable recommendations. Reflect on all the counseling and consultation classes you may have taken or are currently taking. We have been taught how to listen and communicate effectively with various people-academic peers, educators, families, students, and other professionals-extending these skills to policy makers is something we can do! We can facilitate dialogue and collaboration between school psychologists and policy makers by advocating for evidence-based policies with real-world impact that can be understood by others outside of our field.

Let's scale this back a few steps. I've been talking about policy in the legislative sense, that is, advocating to decision-makers at the local, state, or federal levels. But what about right where you are?

Picture it, class, 2024 (This is a Golden Girls reference for those who didn't get it), you are engaged in a discussion that assumes and exacerbates negative stereotypes for a specific group of people. What do you do?

Maybe you've been talking to colleagues in your program, and you are noticing a trend of negative experiences that are disproportionately affecting a group of students. What do you do?

Think about your internship or practicum experience. You're meeting with the team to discuss eligibility, and a team member is trying to ease the requirements, undermine the process, or not act in the best interest of the student because of who that student or their family is. What do you do?

These are all scenarios you can feasibly face as a graduate student-I know I have-and they can prime you to exercise your advocacy muscle. In these cases, you are trying to get others to understand the issue from your perspective and take appropriate action. That is the heart of advocacy. I believe that as graduate students, we can do that! You may feel that because you're "just a student," you don't have the power or authority to speak up-but you do! You may think that you have too much on your plate, or you may hope that someone else will do it (like a professor or supervisor), but I'm here to say: If you see the issue, then it is your responsibility to begin addressing it.

You may be saying at this point, "ok Jhanelle, I hear you, but HOW?" Here is a short but effective technique you can use to address any issue within any context. This technique is known as "problem, action, benefit" or PAB. I have provided a snippet from a larger example in italics below so you can see it practice.

• First, identify the problem. This sounds simple, but many of our issues with advocacy come from problem misidentification. Be clear and concise about what the challenge is. For example, by seventh grade, approximately 40% of youth will experience significant symptoms of depression and anxiety.
• Second, explicitly state what you are asking to be done about the problem or the action. For example, require schools to implement a mental and behavioral health screener to detect internalizing disorders as early as possible. I'll be the first to admit that sometimes we might be very good at identifying problems and highlighting all the issues, but we don't provide any solutions. At that point, our problem identification sounds like a list of complaints, and we come across as critics. This doesn't mean you have to develop the solution on your own. Research your issue and what has been done to address it historically, tap your network, connect with others (inside and outside of school psychology) who are passionate about your issue, and develop solutions collaboratively.
• Lastly, you have to communicate how the action benefits the population you're advocating for (and in some cases also how it benefits the decision maker). For example, early detection can better inform schools on how to improve student well-being, school safety, school climate, and other outcomes through the provision of prevention and intervention services and supports.

Again, you can use this technique for any issue, in any context, with any person because it explicitly outlines what you're advocating for. Check out NASP's Policy Playbook for more advocacy tips and examples!

I challenge all my graduate students to remember the vital role we play in advocating for policy changes. Embrace it. Understand your value. Lift your voice. Amplify it. First on behalf of yourself, and then on behalf of those whose voices are often muted, ignored, or unheard.

You don't have to be the one who is front and center yelling for change, but think about the skills you do have, and figure out how you can use those skills in the advocacy process. Are you good at research, translating research to nontechnical audiences, designing graphics, planning events, building relationships, or organizing action plans? Employ those skills as part of the larger push to advance positive policy changes. Don't minimize your expertise or the skills you've gained to incite these changes. It is our responsibility to advocate for evidence-based policies that promote equity, justice, and progress that will impact future generations.

In the meantime, feel free to connect with me, look out for our annual graduate student training, check out the Graduate Student Advocacy Series, and join the NASP Advocacy and Public Policy Interest Group. These resources have connected me to wonderful students who are just as passionate about advocacy as I am, and they have inspired me to keep pushing. I hope you feel inspired to do the same!