From Diagnosis to Systemic Ecological Leadership: A Transformative Vision for Educational Psychology

This paper presents a comprehensive theoretical review of the evolution of the educational psychology profession. Historically focused on identifying, diagnosing, and treating individual students with learning and behavioral challenges, educational psychology has undergone a paradigmatic shift towarda broader, systemic ecological leadership role. Drawing on contemporary literature, this paper traces the profession’s progression across three paradigms: the medical, personal, and interpersonal. The review highlights the limitations of traditional diagnostic and deficit-based models and describes the rise of relational and systemic approaches emphasizing resilience, social-emotional learning, and inclusion. Particular attention is given to the role of the educational psychologist in strengthening teacher self-efficacy and relational expertise—key factors in supporting student development. The paper underscores the need to redefine the psychologist’s professional identity from a service provider to a systemic consultant, leader, and facilitator of school improvement. Drawing from studies conducted over the past decade, including interventions following trauma and adversity, the paper offers implications for educational policy, training, and research. It calls for updated preparation programs and practices that align with 21st-century educational goals. Received: 28 July 2025 / Accepted: 24 December 2025 / Published: January 2026