Educational Psychology

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School psychology

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 help students to succeed academically, socially, emotionally, and behaviorally by researching and providing a range of services, including:

  • Prevention
  • Intervention
  • Assessment
  • Consultation
  • Supervision
  • Training

Inspire positive change through research-based practice

Our program is designed to prepare scientist-practitioners who are change agents and critical thinkers knowledgeable in the (a) theoretical and empirical foundations of psychology, (b) research methods, statistics, and application, and (c) research-based prevention, intervention, consultation, and assessment within multitier systems to support. All students engage in rigorous research— be it original empirical investigations or research syntheses— reflecting quality design, analysis, and writing that can contribute to the school psychology knowledge base and advance practice and policy in school psychology.

Why study school psychology at the U?

  • 100% of students fully funded and employed after graduation*
  • Rigorous, cutting edge training
  • One of the strongest, most established programs in the nation
  • Young, innovative faculty who are leaders in research
  • Over $8.5 million in research and graduate training grants
  • 85-100% of students present and publish research each year*
  • Fieldwork in diverse, urban schools
  • Accredited/approved by APA and NASP

Latest news


Dates & deadlines


How to apply

"I want to explore the issue of racial disproportionality that exists in special education in order to provide students with the most optimal and appropriate educational services and supports."

Alaa Houri headshot

Alaa HouriPh.D. student |

Interests: Exploring the socioemotional and educational needs of immigrant and culturally and linguistically diverse (CLD) students in various academic settings; Expanding our knowledge on how best to support CLD students through appropriate intervention and supports

Work: Alaa currently works in Dr. Amanda Sullivan's research lab that focuses on education and health disparities affecting students with special needs, special education policy and services, as well as psychoeducational services for diverse learners.

School psychologists:
in-demand and well-compensated

  • Expected employment growth: 11% between 2012 and 2022**
  • Mean 9-month salary (full-time, school-based practitioner): $64,000-$71,000***
  • Mean 9-month salary (university faculty): $77,800***
  • Student Admissions, Outcomes and Other Data

Careers, programs & degrees


Specialist-level school psychologists: Work in pre-school and elementary and secondary schools

Learn about fellowships available to M.A./specialist students

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

Coursework for both degrees includes a year-long internship. 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.


Theodore J. Christ headshot

Theodore J. Christ | Lab

Not currently accepting advisees

  • 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
Robin Codding headshot

Robin Codding| 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
Clayton Cook headshot

Clayton Cook

  • School mental health
  • Multi-tiered systems of support/response to intervention
  • Emotional and behavioral disorders
  • Whole child assessment and intervention
Faith Miller headshot

Faith Miller | Lab

  • School-based social, emotional, and behavioral assessment and intervention
  • Data-based decision-making
  • School mental health
Amanda Sullivan headshot

Amanda Sullivan Program coordinator| Lab

  • Education and health disparities affecting individuals with and at-risk for special needs
  • Characteristics and outcomes of children and adolescents with disabilities
  • School psychological and special education services for diverse learners


Annie Hansen-Burke headshot

Annie Hansen-BurkeField placement coordinator

Research affiliate

Alisha Wackerle-Hollman headshot

Alisha Wackerle-HollmanSenior research associate

  • Assessment
  • Early literacy and language
  • Parent engagement and intervention
  • Community based participatory research

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:

*Percentages of students since 2012
**U.S. Bureau of Labor Statistics
***National Association of School Psychologists