The Shortage of School Psychology Faculty in the Aftermath of the COVID-19 Pandemic

Abstract

A shortage of school psychology trainers hinders efforts to increase the supply of school psychologists entering the field, and the effects of the COVID-19 pandemic on employment trends in general have the potential to worsen the shortage of school psychology faculty. The goal of this research brief is to report on the results of a survey designed to understand the factors associated with successful school psychology faculty searches in the 2021–2022 academic year. A survey was distributed to representatives from 86 programs looking for new faculty, with a total of 31 responses received. Overall, 74% of programs searching for new faculty in 2021–2022 were successful, but this overall rate varied greatly based on the type of program and position being searched for, with positions placing a greater emphasis on teaching and university service responsibilities than on research being filled at a much lower rate. Impact Statement The school psychology trainer shortage presents a challenge in helping the field of school psychology to meet personnel shortages. The present survey was designed to better understand the shortage of trainers and the large number of open positions in the 2021–2022 academic year. Understanding the program and position characteristics associated with successful job searches can help to structure future research and policy discussions about the shortage of school psychology trainers.