Child maltreatment remains a relevant issue for school psychologists. This special issue was designed to provide school psychology practitioners, researchers, and other school personnel with current, empirically sound information about child maltreatment. This introduction provides context for the articles in this volume, including definitions of maltreatment and a discussion about the roles school psychologists can play in prevention and intervention strategies. A brief overview of each article is presented; topics selected for this special issue include maltreatment of individuals with disabilities, the educational outcomes for students who have been maltreated, school-based prevention programs, the reporting behavior of school psychologists, the neuropsychology of child maltreatment, and the cognitive abilities of maltreated children.