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Student learning is a multidimensional process shaped by cognitive, emotional, motivational, family, and contextual variables. In this setting, the educational psychologist's work extends beyond diagnostic assessment to include preventive, psychoeducational, socioemotional, consultative, and systems-level actions. The objective of this article was to analyze, based on the available evidence, the role of the educational psychologist in student learning and to identify the main intervention mechanisms through which educational psychologists contribute to creating conditions conducive to academic progress. An integrative review of scientific literature and technical-regulatory documents was conducted. The final corpus comprised 18 documents selected for thematic relevance and source quality, prioritizing systematic reviews, meta-analyses, and studies on school psychological services, self-regulated learning, social-emotional learning, academic anxiety, teacher-student relationships, and multi-tiered support models. Findings were organized into five dimensions: psychoeducational assessment and data-based decision making; support for self-regulation and learning; socioemotional well-being and prevention; consultation and collaboration with teachers and families; and inclusion and system-level action. Evidence suggests that the psychologist's contribution to learning often operates through indirect mechanisms that modify psychological and contextual barriers; therefore, an automatic relationship between the presence of a psychologist and higher grades should not be assumed. It is concluded that the profession's greatest potential is achieved through preventive and collaborative models whose effects are evaluated using academic, behavioral, and socioemotional outcome indicators.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
