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School Psychology

Watch the school psychology video.

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


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


  • 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


  • 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

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:


*U.S. Bureau of Labor Statistics

** National Association of School Psychologists