School psychologists are the educators who know the most about psychology, and the psychologists who know the most about education. They utilize data to effectively bridge supports to overall academic achievement, mental health, and special education needs of students.

Fast Facts

  • School psychology licensure requirements are more rigorous than any other areas of education. Requirements for a NC school psychology license include a minimum of 60 graduate hours, a 1200-hour internship, and passing score on the Praxis exam (i.e.,-three full years of graduate preparation prior to entering the profession).
  • In 2017, NC had 795 (FTE) school psychologists employed to serve over 1.5 million students .(NC Dept. of Public Instruction, Financial & Business Services)
  • The National Association of School Psychologists (NASP) recommended staffing ratio is one school psychologist for every 500-700 students for the provision of comprehensive services.
  • School psychologists in the NC workforce have decreased over time, while the student population has increased.
  • Of student support services staff in our public schools (school counselors, school social workers, school psychologists) the discipline of school psychology is the lowest represented discipline in the current workforce, despite receiving more years of training. (NC Dept of Public Instruction, Financial and Business Services)
  • School Psychology is a "hard to staff" area with many LEAs having no School Psychologist on staff and many vacancies statewide.

School Psychologists are Essential for Schools:

  • Psychologists help with school accountability by assisting in data collection and analysis, progress monitoring, and effective problem solving.
  • Psychologists contribute to the comprehensive, valid, and reliable measurement of academic, social, emotional, mental, and behavioral health indicators.
  • Psychologists work collaboratively with teachers in delivering effective differentiation strategies for students with diverse needs.
  • Psychologists enhance coordination of efforts to improve school safety, including crisis prevention, intervention, and response.
  • Psychologists provide vital academic and social emotional supports, from prevention to supplemental and intensive interventions; these services allow teachers to teach, so that students can learn.
  • Psychologists identify and provide necessary professional learning to school staff and families.

School Based Mental Health

  • A total of 13%–20% of children living in the United States experience a mental disorder in a given year (Angold, et al., 2002; Merikangas, et al., 2010; World Health Organization; 2011).
  • Of youth requiring mental health services, over 75% do not receive treatment (Goodman, et al., 1997; Grunbaum, et al., 2004; Marsh, 2004).
  • What the above numbers translate to in NC: Of the 1.5 million children in our schools, approximately 300,000 of them will experience a mental health disorder in a given year. Of those 300,000, approximately 225,000 of them will not get the treatment they need.
  • In the United States, the cost (including health care, use of services such as special education and juvenile justice, and decreased productivity) of mental disorders among persons aged <24 years was estimated at $247 billion annually. In 2006, mental disorders were among the most costly conditions to treat in children.
  • Schools offer unparalleled access to students in order to address both academic and mental health needs, which are intricately related (President’s New Freedom Commission, 2003). The bottom line is that we need more qualified mental health providers in schools, where there is the greatest access to children. These qualified providers ARE school psychologists.

For further information, please contact:

Cheryl Posner-Cahill, Ed.D

NC School Psychology Association, Member Lobbyist

919 189-2220