School psychology practice is evolving toward embracing inclusive education as a barrier-removing process. This transition emphasizes equity and collaboration, shifting from conventional individual-focused approaches to a broader ecological framework. In this study, within Portugal's inclusive education framework, we examined the perceived efficacy and frequency of inclusive education practices of 464 school psychologists. A latent profile analysis based on the perceived efficacy identified three distinct profiles: the individual-focused approach profile (11%) viewed their practices as least effective, focusing mainly on individual student assessment; the community-focused approach profile (44%) perceived their practices as highly effective, aligning with contemporary inclusive approaches; and the transitional approach profile (45%) felt their practices were moderately effective. The results indicate a trend toward providing more indirect services by supporting teachers, families, and the broader school community, rather than direct student assessment and counselling in the context of inclusive education. These findings offer crucial insights into the diverse perceptions and practices of school psychologists. Yet, they highlight the need to address the challenges faced by school psychologists in applying more diversified practices. Appropriate support strategies and customized professional development are needed to overcome those challenges. Such strategies are essential to enhance the role of school psychologists in promoting inclusive education.