Understanding individual students is a complex process. Bronfenbrenner's (1986) seminal Ecological Systems Theory (EST) provides a framework for understanding students by examining the environments in which the child lives including the home, school, community, culture, and so on. One of the main tenets of EST is that it provides a process for identifying contextual points of intervention that may lie beyond the individual student, and interventions in microsystems (e.g., peer, family, classroom, school) and mesosystems (interactions of the microsystems) have consistently led to positive effects on child development (Neal & Neal, 2013). An ecological perspective is the preferred approach to delivering school psychological services because it provides a mechanism for practice to have greater breadth and depth (Burns, 2013). School psychology research has an added obligation to be ecological in nature because of the focus on prevention within the applied field. This special topic issue of "School Psychology Review" addresses an ecological perspective by studying the contexts in which students learn, and this article provides a description and brief summaries of the articles contained within this June 2015 issue.