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This study used an experimental vignette design to examine whether school psychology students’ attitudes toward a teenager in a case vignette varied based on whether or not they believed the teen to be transgender. Transgender status was conveyed indirectly through names (e.g., by indicating that the student with the legal name “Anthony” had requested to be called “Alyssa”). It also examined whether attitudes toward transgender boys and transgender girls differed, and the degree to which transgender-related training and experience affected attitudes. A 2 (Gender Status: cisgender vs. transgender) × 2 (Gender Identity: male vs. female) ANOVA indicated that participants had more supportive attitudes toward a transgender teen experiencing issues in school related to a name change and a behavior concern than toward a cisgender teen with the same issues, F(1, 421) = 121.59, p

Given the prevalence of school-age children and adolescents who are prescribed with and are taking psychotropic medications, a critical issue that school psychologists may likely encounter in contemporary practice is providing both quality and continuity of care to these students in the context of relevant legal and ethical parameters. With a thorough understanding of federal, state, and local legislation, relevant case law, and ethical standards, school psychologists are well positioned to competently navigate these situations in school-based practice. This article highlights critical practice roles for school psychologists to undertake in working with students who are prescribed with and are taking psychotropic medications within the school setting.