This year, 2014, is the 25th anniversary of the United Nations Convention on the Rights of the Child--the world's "positive ideology" and its clearest statement of commitments to and respect and aspirations for the dignity of the child. To commemorate this landmark, a program of articles by respected experts has been organized to advance understanding, appreciation and policy and practice investment in child rights approaches for psychology in schools. Psychology and particularly school psychology have been strong supporters of children's rights in words and deeds. The publication program announced here is a first of its kind for any profession. It is being achieved through the cooperation of editors of respected United States journals and an international journal, all of which are primarily focused on psychological service to children in schools. The articles are all being published in the first quarter of 2014. They will each bring into focus the particular implications and advantages of having school psychology apply a child rights approach to dealing with important opportunities and challenges of the school community.