Social reforms in American education are setting the stage for a paradigm shift in the delivery of psychological services in our nation's schools. The convergence of education and health care reform, along with movement toward service integration models, provides an unprecedented opportunity to redefine psychological services in schools. School psychological services have historically been linked to changes in special education legislation; however, the emphasis on educational achievement and whole-child development currently driving social reforms in education and health care offers optimism for role expansion and enhancement for psychologists who engage in school practice. Additionally, an increasingly permeable boundary between schools and communities suggests traditional barriers are being removed so as to marshal available resources in addressing the critical needs of children, youth, and families. Psychologists' knowledge in child development, services integration, program evaluation, and reframing schools provides the necessary information and tools to guide schools through their current crises. Four service delivery models for education and health initiatives are identified: school-based services; school-linked services; community-linked services; and community-based services. To ensure the relevance of psychology in the current school social reform climate, psychologists need to consider making several adaptations addressing: practice setting; services; credentialling; education; and school structure. Contains 27 references. (JBJ)