School Psychologists: The Backbone of the School

Many workplaces have employees who are “behind the scenes.” They may not have a public-facing role, but what these employees do is invaluable in helping others do their jobs effectively. They are the “unsung heroes” of the workplace. Similarly, schools have many “behind the scenes” employees who keep things running smoothly and that classroom teachers rely on. One of these is the school psychologist. In many situations, the school psychologist is the backbone of the school. Public school districts throughout the U.S. have school psychologists who serve one or more schools at the elementary, middle, and high school levels. But if you ask the average person what a school psychologist is or what they do, chances are they may not know.

A school psychologist is a professionally trained individual who works in K-12 schools to aid students in their academic skills and with their social, emotional, and behavioral development. Their work is centered on creating an academic environment within schools that is safe and conducive to student learning. Faculty from the School Psychology program within the School of Education at George Mason University, recently shared their thoughts on the role of school psychologists in creating a supportive school environment that promotes the academic achievement of its students. Joining in this discussion was Academic Program Coordinator Ellen Rowe, Associate Professor Nicole Beadles, and Assistant Professor Danielle Palmer.

School psychologists are problem-solvers and collaborators.

A school psychologist brings many strengths to the job developed through their education and training that enables them to meet the needs of diverse students. One of these strengths is problem-solving. This could involve working directly with a student on an academic, social-emotional, or behavioral challenge they may be having, consulting with a teacher to provide them with a better understanding of how they can support the learning needs of one of their students, or engaging with a parent to offer guidance on what they can do to facilitate a positive academic outcome for their child.

Collaboration is another key strength of school psychologists. A school psychologist can work across faculty teams and school administrators to achieve consensus on changes at the school or district level which can lead to positive outcomes for students and teachers and improve the school's overall functioning. These might include changes designed to make learning more accessible to underrepresented student populations or to make grading more equitable. Other changes might include a shift away from punitive disciplinary measures toward the more productive and beneficial practice of restorative justice.

Skills in the use and interpretation of student assessment data are essential to school psychologists.

Another area in which a school psychologist can make positive change is in the use of data from student assessments to find areas where student achievement, wellbeing, and social-emotional learning can be enhanced through improvements to the school curriculum, classroom management, instructional strategies, or the school climate. The recommendations for changes advocated for by school psychologists draw from their extensive knowledge of evidence-based research that has been proven to be effective.

School psychologists also use their data-based decision-making skills to work individually with students. For example, they conduct testing of students to determine eligibility for special education services, placement in Gifted and Talented education programs, or to evaluate a student’s need for help in managing Attention Deficit/Hyperactivity Disorder (ADHD) or anxiety issues they may be experiencing. Testing like this can also help school psychologists identify at-risk students who may need crisis intervention or support.

School psychologists collaborate with school counselors and social workers on school-based mental health programs.

There was a period when the duties of a school psychologist consisted primarily of evaluating students for special education services and developing Individualized Education Programs (IEP). However, over time the issue of mental health has taken on greater importance in schools and given rise to school-based mental health programs that are oriented towards prevention and intervention. School psychologists play a key role in these efforts and often work across professional disciplines to engage with school counselors and social workers in supporting students to help them cope with personal difficulties.

There is a national shortage of school psychologists.

When it comes to what a typical day for a school psychologist looks like, the short answer is that there is no typical day. The school community is dynamic and priorities for school psychologists can shift daily. The Virginia Department of Education points out that the “roles and responsibilities of school psychologists in Virginia may vary according to their local school division and community needs as well as available staffing ratios.” The National Association of School Psychologists (NASP) recommends a ratio of 500 students to one school psychologist. Yet, data obtained from the National Center for Education Statistics of the U.S. Department of Education indicates that there is a serious shortage of school psychologists nationwide, with a national ratio for the 2022-2023 school year of 1127 students to 1 school psychologist. NASP says that in some states this ratio can approach a ratio of 5000 students to 1 school psychologist. Existing research suggests that school psychological services decrease as ratios of students to school psychologists increase.

For more information on the School Psychology program within the School of Education at George Mason University, please visit the program website.