Students who are excluded from the daily life of schools are at risk for mental illness. This is especially true for children with disabilities as they are marginalized by assumptions and beliefs about what they cannot do at school as opposed to what they can do. This article presents research literature on belonging, inclusion, and social and emotional learning as a backdrop to the call to school psychologists to reinvent their roles. Although this call has been issued, the practice of assessment for special education placement remains one of the top job demands. Rather than categorizing and labelling, psychologists can be a key supporter of classroom teachers in promoting successful academic, social, and emotional strategies to assist teachers in inclusive classrooms.
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