This paper reflects on the changes in Educational Psychology in South Africa in a ten year period (2005-2015) after the first democratic elections. It shows how Educational Psychology as a scientific discipline, and as a helping profession, has responded to the changing landscape and how the post-democracy years inspired a complete departure from previous practices. It also explores an expansion of its leitmotif from "helping" to leading and facilitating processes of change and support. It shows how conceptual shifts from the individual level towards systemic interventions have impacted the nature of the support provided by educational psychologists and how the creation of virtuous cycles became central their work. The shifts from individual support to systemic support interventions have also contributed to blurring boundaries between professionals and stakeholders. The paper also argues that the strong experiential nature of studies in Educational Psychology has led to gaps in the empirical database in Educational Psychology--specifically in terms of the limited comparative studies that have been conducted. Such studies were mostly conducted within bounded systems. Furthermore, the paper argues that the role of educational psychologists has been marginalized in formal education support structures even as their role increased in importance in broader society.