The School Psychology Shortage and its Impact on Family-Based Programming

Abstract

The National Association of School Psychologists (NASP) emphasizes the role of school psychologists across a variety of domains, including engaging with families across multiple tiers of support (NASP, 2010a). However, the national school psychology shortage, leading school psychologists to work across various schools, may play a large role in the ability to work with families successfully and provide them with appropriate supports in the school setting. This study investigated the relationship between the current number of schools served by school psychologists, the availability of family-based engagement and intervention programs, and those responsible for implementing such programs. Survey results from 232 practicing school psychologists indicated 75% serve multiple schools. The number of schools served significantly related to the availability of parent education programs in schools, as well as those responsible for implementing parent education, parent involvement, and parent training programs. Other school-based professionals, such as teachers, school counselors, school social workers, and practicum students, were responsible for implementation when school psychologists were serving multiple campuses. Implications for training and future research are discussed.