The Role of School Psychologists in Basic Education: A Review of Studies on Law No. 13,935/2019

Abstract

This study aims to investigate the role of school psychologists in the in the context of Law No. 13,935/2019, which stipulates that basic education systems must have psychology and social work services on their teams. A systematic review on articles, dissertations, and theses available in the CAPES Journal Portal and Brazilian Digital Library of Theses and Dissertations databases was conducted, covering the period between 2020 and 2025. As a result, we found eleven studies that highlight that school psychologists contribute to the teaching-learning process and to the emotional issues of students and teachers, providing professional listening and contributing to a more humanized education. In addition, this study reveals a lack of knowledge about the role of school psychologists among teachers and students, who seek clinical intervention, and the challenges to implementing the legislation. In conclusion, the results of the survey reaffirm the potential of school psychologists’ participation in humanized education, especially in relation to Article 1 of the Law, which refers to the implementation of such services, in order to promote the improvement of the teaching-learning process, the participation of the school community, and the mediation of social and institutional relations.