A Multi-method Inquiry of the Practice and Context of Rural School Psychology

Abstract

This multi-method inquiry used (1) quantitative examination of context, characteristics, roles, and responsibilities of rural school psychologists compared to their suburban and urban counterparts and (2) qualitative examination of two focus groups of rural school psychologists. Results showed that rural school psychologists served more schools, had fewer years of experience, and spent significantly more time traveling, yet they had similar access to a variety of interventions and professional development opportunities. Four emergent themes evolved out of the focus groups: (1) advantages and disadvantages of the rural community and school size, (2) cultural challenges and disparities in rural schools, (3) professional issues, and (4) ethical issues of working in rural schools. Considerations and implications for practicing rural school psychologists are discussed.