Document Type
Article
Publication Date
2-26-2026
Publication Title
Journal of Applied School Psychology
Pages
1-25
Publisher Name
Taylor & Francis
Abstract
Multi-tiered systems and support (MTSS) offers a framework for schools to provide equitable learning opportunities. However, implementing MTSS with fidelity can be challenging due to limited resources that many schools experience. As a result, more educators are turning to artificial intelligence (AI) tools as a solution to resource limitations. This article examines how AI tools can strengthen MTSS, specifically, improvement to inclusive practices, data analysis, intervention implementation, progress monitoring, personalized learning, student engagement, and teacher efficiency. The article also examines potential risks related to using AI tools within MTSS such as ethical considerations, date security, data quality, bias potential, financial limitations, and professional development needs. Additionally, practice implications are provided to guide school psychologists in leading responsible AI implementation within MTSS frameworks.
Recommended Citation
Reichart, Kaitlin; Lockwood, Adam B.; and Bohanon, Hank. AI-Driven Systems in MTSS: Potential Opportunities and Challenges. Journal of Applied School Psychology, , : 1-25, 2026. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/15377903.2026.2629399
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
© The Author(s), 2026.
Author Manuscript
This is a pre-publication author manuscript of the final, published article.
Comments
Author Posting. © The Author(s), 2026. This is the author's version of the work distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The definitive version was published in Journal of Applied School Psychology, February 26, 2026. https://doi.org/10.1080/15377903.2026.2629399.