There have been tremendous advancements in culturally responsive school consultation research to inform mental health and educational practices for students from culturally and linguistically diverse backgrounds. In this chapter, we highlight these advancements, with particular attention to approaches in multicultural consultation research and the guiding epistemology, research paradigms, and considerations of validity that scholars in school consultation research. We provide an agenda for the future of school consultation research and training, challenging the existing research paradigms that have historically shaped this scholarship. Specifically, this chapter provides suggestions for how school consultation researchers can look beyond traditional Western/Eurocentric epistemology and methodology to align with our diverse school and community to ask meaningful questions and answer those questions using strengths-based and culturally responsive research.
