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School Psychology

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Help students, grow your career

As a school psychologist, you’ll create learning environments where students, families and school staff feel safe, welcome, and supported. School psychologists work with students to help them succeed academically, socially, emotionally, and behaviorally by providing a range of services, including:

  • Assessment
  • Intervention
  • Prevention
  • Consultation
  • Supervision
  • Training
  • Research
  • Program evaluation
  • Program development

More information on program goals, objectives, and competencies

View the University of Minnesota's School Psychology Diversity Statement.

How to apply

School psychologists are in-demand and well-compensated


Careers

Specialist-level school psychologists work in public and private schools, preschools, and learning centers.

Doctoral-level school psychologists work in universities (as faculty), mental health agencies, research centers and think tanks, clinical settings, state departments of education, and independent practices.

Programs & degrees

Choose between two degree options:

M.A. & Specialist Certificate (S.C.) in Education and School Psychological Services (60 credits) – You’ll be eligible to receive your state and national school psychologist credential to work with students in schools.

Doctorate of Philosophy (Ph.D.) (90 credits) – You’ll be eligible to receive your state and national school psychologist credential, and the license to practice psychology. You can become a university faculty member, conduct research, work with students in schools, or work with children and youth in other settings as a licensed psychologist.

Coursework for both degrees includes a year-long internship.

Faculty & instructors

Headshot of Theodore J. Christ

Theodore J. Christ

Email | Lab

  • Developing and evaluating assessments and data systems used in schools that:
  • Identify students who are at risk to develop disabilities
  • Design intervention programs to prevent or remediate skill deficits
  • Monitor progress of students and effect of intervention programs
Headshot of Robbin Codding

Robin Codding

Email | Lab

  • Prevention and intervention of academic problems
  • Data-based instructional decision making
  • Evaluation of the circumstances surrounding responsiveness to various levels of academic support
  • Implementation of evidence-based practices in schools
Headshot of Clayton Cook

Clayton Cook

Email

  • School mental health
  • Multi-tiered systems of support/response to intervention
  • Emotional and behavioral disorders
  • Whole child assessment and intervention
Headshot of Annie Hansen-Burke

Annie Hansen-Burke

field placement and specialist certificate coordinator

Email

  • Reducing bias in assessment
  • LGBTQ issues
  • Positive psychology
  • At-risk groups in schools
  • Authentic translation of research to practice
Headshot of Faith Miller

Faith Miller

Email | Lab

  • Screening and progress-monitoring for social, emotional and behavioral challenges
  • Behavioral assessment and intervention
  • School mental health
  • Identification and adoption of evidence-based practices in schools
  • Data-based decision-making
Headshot of Amanda Sullivan

Amanda Sullivan

program coordinator

Email | Lab

  • Education and health disparities affecting students with special needs
  • Special education policy and services
  • Psychoeducational services for diverse learners

Students

Headshot of Rebecca Edmunds

Rebecca Edmunds

Email

“My goal is to be a leader in bridging the divide between the school day and out-of-school time programming. I entered the school psychology program as a means to gain knowledge and experience to assist me in reaching that goal.”

  • Interests: How academic enablers (i.e. motivation and engagement) support student learning in mathematics and the fidelity of implementation as interventions are applied to new contexts
  • Work: Prior to entering graduate school, Rebecca worked for an out-of-school time organization, ACES, to support fourth through eighth grade students in the Twin Cities. She previously served with AmeriCorps at Farnsworth Aerospace Magnet, a preK-8 STEM magnet in the St. Paul public school district. Currently, Rebecca is working with Dr. Codding on the development of a math intervention and at CAREI on the District Assembly project.
Headshot of Hannah Jacobs

Hannah Jacobs

Email

“I started the School Psychology graduate program with practical experience but zero research experience. I chose the University of Minnesota because I wanted to learn from the best researchers and practitioners in the field.”

  • Interests: Parent involvement of diverse families and early literacy
Headshot of Daniel Osher

Daniel Osher

Email

“I was drawn to this program’s focus on implementing cutting-edge approaches and strategies in real-world schools. Lots of programs do research aimed at other academics; this program is uniquely devoted to making sure that its research and actually affects children’s educations and lives.”

  • Interests: How to distinguish between social maladjustment and emotional disturbance, developing an approach to help schools determine when a student’s behavior is a manifestation of his or her disability
  • Work: Daniel spent the last 15 years as a lawyer at the Lozano Smith firm in California, representing school districts in special education disputes. He has presented many trainings on special education law at various events across the country.
Headshot of Calvin Streit

Calvin Streit

Email

“The University of Minnesota’s School Psychology program gives me the skills to apply my belief in evidence-based practice and social justice to a cause I really value: public education.”

  • Interests: Evidence-based practice, social justice, juvenile justice and programs for interventions with juvenile delinquents
  • Work: Calvin is currently working on a systematic review of interventions for adjudicated delinquents.
Headshot of Yanchen Zhang

Yanchen Zhang

Email

“The department of Educational Psychology is the leading force in the field. To engage in more diverse research and academic activities, I followed my advisor here.”

  • Interests: International school psychology, school based mental health service delivery for students from culturally diverse backgrounds at risk for social/emotional/behavioral problems, technology innovation to facilitate implementation
  • Work: During his undergraduate study in China, he led a student research team funded by the university innovation center. Together, they developed an online mental health screening and peer support system. Currently, he works with Dr. Cook on the development of a series of online systems to facilitate school-based mental health service delivery and intervention implementation.

Questions related to the program's accredited status should be directed to the Commission of Accreditation:

Office of Program Consultation and Accreditation

American Psychological Association

750 1st Street, NE, Washington, DC 20002

Phone: (202) 336-5979 / Email: apaaccred@apa.org

Web: http://www.apa.org/ed/accreditation/

*U.S. Bureau of Labor Statistics

** National Association of School Psychologists