Abstract
Psychology is often equated with mental health, whereas learning and achievement is the domain of educational professionals. Mental health and academic outcomes, typically conceptualised as different areas of functioning, are intertwined (Suldo et al., 2014). Academic competencies—such as literacy and numeracy— are enabling skills in modern society, limited academic proficiency is associated with poorer economic and social outcomes (e.g., World Literacy Foundation, 2018). In Aotearoa justice-involved youth commonly display achievement difficulties, and poor reading comprehension, in particular, is correlated with increased risk for re-offending (Rucklidge et al., 2013). Of course, not all those with literacy difficulties become involved with criminal activities: A former participant with severe dyslexia completed a PhD on assistive technology and works to support the educational success of other students. Readers will know other positive examples. What can psychology contribute to the increased likelihood of these positive outcomes?