Best Universities offering graduate programs in School Psychology

Columbia University in the City of New York offers both a Master of Education and Ph.D. in School Psychology program which is a highly selective program that trains students for careers as school psychologists. It is a 69-credit program that provides a degree in Masters in Education that can further lead to certification as a school psychologist in New York State. It is a 3-year program, in which Students work in a school-based internship with a certified school psychologist for a minimum of 1200 hours in the third year. Another one is a doctoral program (Ph.D.) that prepares students for certification as a school psychologist and licensure as a psychologist.

The School Psychology Program is one of the oldest and most prestigious school psychology programs in the nation. The course content covers topics like psychopathology, assessment, intervention, research, and courses on child development as well as adolescent development. In a classroom context, students also complete a practicum and an internship.

A strong foundation in psychological theory and research is provided with PhD coursework. The minimum requirement for the PhD program is 90 points. Students who earn a Ph.D. degree are ready to apply for licensing as psychologists and certification as school psychologists. Doctoral candidates should anticipate 5 years of full-time study, including summers. This entails:

• 3 years of coursework
• A dissertation
• An externship lasting two semesters in the third and a full year in the fifth year.

It is accredited by the American Psychological Association (APA)- and the National Association of School Psychologists (NASP).

The Berkeley School of Education's School Psychology program is a highly regarded and competitive program that places a significant emphasis on research and is dedicated to educating students to become scientist-practitioners. A total number of 72 credits is required to complete this combined extensive 5-year course of the Doctor of Philosophy program in School Psychology at the Berkeley School of Education. This includes:

• 59 credits of required coursework
• 12 credits of elective coursework
• 1 credit of research

The research credit is a must for all students, and it typically involves completing a research project with a faculty mentor. The program allows students to pursue their interests in specific areas of school psychology by providing a variety of elective coursework such as:

• Early childhood school psychology
• School psychology with a focus on urban education
• School psychology with a focus on behavioural disorders

The Doctor of Philosophy program in school psychology is approved by the National Association of School Psychologists (NASP), the California State Department of Education, and the American Psychological Association (APA). The UC Berkeley School Psychology Program is accredited by the American Psychological Association.

Tufts University offers M.A./ Ed.S. program in school psychology. It is a 3-year program consisting of a total of 36 credits. The MA/EdS in School Psychology prepares students to be culturally responsive problem-solvers ready to serve all children from diverse backgrounds across a range of communities. This is accomplished by analyzing children's school-based challenges from multiple perspectives to inform interventions that promote school success.

Successful applicants to the M.A./ Ed.S. program are:

• Diverse, including underrepresented groups in school psychology
• Prepared to engage in conversations around issues of race, class, culture, language, gender, and sexuality as they are reproduced in our schools
• Willing to question themselves, asking "How do I need to change myself before I can become an effective professional working with all children?"
• Experienced (volunteer or paid) working with children, adolescents, and/or families in educational or mental health settings, or in a research capacity.

Students are taught to think out of the box with the help of the School Psychology MA/EdS program, they can practice offering complete services in educational settings. Beginning in their first year, students engage in experiences in the field.

The ratio of classroom instruction to field experiences changes throughout the course of the program's three years, with students spending one day a week in their field sites in the first year, three days a week in the second, and five days a week in the third. Students finish the coursework required to prepare them for their practicum and internship fieldwork during their first two years (including summer studies). Assignments for classes and seminars over these two years incorporate fieldwork and provide chances to integrate growing knowledge and abilities.

The National Association of School Psychologists (NASP) requirements and the Massachusetts state licensing requirements for school psychologists are both met by this program, making graduates immediately eligible for both a state and federal license. Although not needed, candidates are qualified to get the NCSP credential.

The University of North Carolina at Chapel Hill offers a Ph.D. course in the School Psychology program. It is a 64-credit-hour program and takes a maximum of five years to complete. Years one, two, and three typically consist of coursework and field-based externships, while years four and five are typically comprised of dissertation work and an internship.

This PhD program offers targeted training to support graduates’ agency to seek, understand and foster children and youth’s thriving across school, home and community settings.

In addition to the coursework on innovation development and research-based implementation practices, students can participate in programs such as the 'Certificate in Social Innovation'. Some of the social innovations that students have developed with the help of this program include:

• a program to improve pediatric oncology patients’ transition from hospital to school
• a novel CBT program to disrupt the “school to prison” pipeline for African-American high school students
• and an online platform that utilizes behavioural activation strategies to support the mental health of new teachers

After completing the course, school psychologists work in a field that supports young people's social, emotional, and cognitive growth as well as their academic and cognitive development. In order to improve children's and youth's development, they also support families, schools, and communities operating well. Numerous locations, including schools, community centres, hospitals, and clinics, host these activities. Graduates can also apply for their psychology license in other states.

The course prepares students for licensure eligibility with both the N.C. Public Instruction and the N.C. Psychology Board.

The program is accredited by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). It prepares students to become licensed school psychologists, who are professionals who work with students, teachers, parents, and other stakeholders to promote the academic, social, emotional, and behavioural development of all students.

Lehigh University offers an Ed.S. program in School Psychology which requires 3 years to complete and consists of 66 credits. The most successful techniques for engaging with children of all backgrounds plus abilities are taught to Ed.S. candidates by creative faculty who share their own groundbreaking research and industry best practices. The primary objective of the Educational Specialist (Ed.S.) program in School Psychology is to train individuals who wish to become school-based practitioners. Although students are expected to become effective consumers of research, it is not required that these students acquire skills to conduct significant research investigations.

The Ed.S. program results in both the degree and certification as a school psychologist in Pennsylvania. Gaining hands-on experience is an important part of the program so practicums are integrated throughout with a course-based curriculum the first year and a formal practicum the second year. Across both years, students accumulate 200 hours of practical experience. The final year is an internship, and Ed.S. candidates must successfully complete a comprehensive exam, which consists of an extensive portfolio review. Students who complete the program are eligible to apply for state certification as school psychologists. 

Here are some of the benefits of school psychology at Lehigh University:

• Strong faculty: The program is staffed by renowned faculty who are experts in their fields. Faculty members are actively involved in research and teaching, and they are committed to helping students succeed.
• Rigorous coursework: A rigorous curriculum is offered that prepares students for a variety of professional roles. Students learn about assessment, consultation, intervention, and research methods. They also gain experience working with children and families in school settings.
• Field-based training: While emphasizing field-based training, students complete practicum experiences in school settings early in their program, and they have the opportunity to work with experienced school psychologists.
• Career preparation: It provides a variety of career opportunities. Graduates of the program work in schools, hospitals, clinics, and private practice. They also work in research and academia.

The National Association of School Psychologists has approved the Educational Specialist (Ed.S.) program in School Psychology at Lehigh University as a means of preparing people to work in schools.

Northeastern University offers a Ph.D. program in school psychology and is intended to train the field's future leaders. This 97-credit program helps students gain knowledge about how to carry out research, use research to guide practice and add to the body of knowledge supporting professional practice. It is a full-time doctoral program that takes 4 to 5 years to complete and trains the next wave of thought leaders in the industry.

The objective of the program is to develop the next generation of school psychology leaders. On the other side, its educational objectives are built on the ecological approach and scientist-practitioner training paradigm. Students have the chance to develop their research skills, apply research to improve practice and contribute to the body of knowledge that supports professional practice. School psychologists with doctoral degrees carry out research, instruct, manage staff and students, advise educators and parents, and directly assist children.

Some unique features of this program include:

• Optional specializations in Early Intervention and Applied Behavior Analysis
• Students can enter the program from a Bachelor’s or Master’s degree
• Students complete a 75-hour pre-practicum, a 200-hour supervised practicum experience, two 600-hour supervised advanced fieldwork experiences, and a one-year pre-doctoral internship
• Students complete a mentored research project in the first two years in the program under the guidance of their doctoral advisor
• Ph.D. students must complete and defend a dissertation that involves original research

Additionally, developing and assessing school-based educational and health promotion programs are major responsibilities of school psychologists. All of the MS/CAGS in School Psychology components are included in Northeastern's doctoral program, which also emphasizes research and gives students more opportunities for fieldwork. The American Psychological Association's (APA) paradigm of scientist-practitioner training is supported by the doctoral program. Both the APA and the National Association of School Psychologists (NASP) have granted the program full accreditation. 

The University of Wisconsin-Madison offers an Educational Specialist (EdS) program that is typically completed in 3 years, including an internship during the final year. Students have an opportunity to learn how to conduct research, to use research to inform practice and to contribute to the scientific foundation of professional practice. The Educational Specialist (EdS) program with 66 credit hours prepares students for advanced practice in education.

The EdS program at the University of Wisconsin-Madison offers a variety of specializations, including:

• Curriculum and Instruction
• Educational Leadership
• Educational Policy Studies
• Educational Psychology
• School Psychology
• Special Education

Students in the EdS program take a variety of courses in their area of specialization, as well as courses in research methodology and statistics. They also complete a capstone project, which is a major research or applied project that demonstrates their mastery of the knowledge and skills required for their chosen field.

Another program is the Doctor of Philosophy in School Psychology. The Ph.D. program in Educational Psychology at the University of Wisconsin-Madison is a rigorous and research-intensive program that prepares students for careers in academia, research, or applied practice. The program offers three areas of specialization:

• Human Development
• Learning Sciences
• Quantitative Methods

Students in the program take a variety of courses in their area of specialization, as well as courses in research methodology and statistics. They also complete a dissertation, which is a major research project that contributes to the field of educational psychology. This is highly competitive, and only a small number of students are admitted each year.

Through research and practice, school psychologists help children develop positive relationships, build skills, and achieve academic success as well as overcome social, behavioural, and academic difficulties. Depending on training, school psychologists can work in schools, clinics, universities, research centres, juvenile justice facilities, medical centres, and private practice offices.

The University of Florida offers the Doctor of Philosophy (Ph.D.) degree after completing 122 graduate credit hours of doctoral coursework in the SPP, which also includes an internship lasting a full year, an early research experience, and a dissertation. This specific course is dedicated to educating future school psychologists to advance the psychological, educational, and general well-being of children and teenagers. This on-campus program is located in a university with abundant resources and a low student-to-faculty ratio. The program's dedication to a synthesis between research and practice throughout all chances for academic and professional preparation is evidence that it is based on a scientist-practitioner model. Doctor of Philosophy (Ph.D.) degree consists of:

• First- and Second-Year Practicum

The School Psychology Program offers a wide variety of practicum opportunities. During practicum placements, school psychology students gain practicum experiences related not only to their course requirements but also to the expertise of their supervisor and the unique characteristics of the placement setting. Opportunities are available to develop expertise in diverse areas, such as early childhood, low-incidence disabilities, bilingual school psychology, behaviour disorders, pediatric psychology, forensic psychology, post-secondary education, and across the K-12 education spectrum. The interweaving of practicum and coursework throughout the program allows students a depth of experience beyond course requirements alone.

• Advanced Practicum

Students pursuing a Ph.D. degree participate in advanced practicum activities under the supervision of a psychologist for one or more additional years. Advanced practicum placements are decided in collaboration with the student, his/her advisor and the practica coordinator to facilitate the development of specialized professional interests. These practicum settings range from intensive school-based placements to clinical settings.

Graduates of this program are hired as certified school psychologists and/or licensed psychologists to provide psychological services in educational institutions and other venues for service delivery. Graduates also serve as faculty members in training programs at universities, doing research and educating upcoming school psychologists.

The SPP doctoral track has received full accreditation from the American Psychological Association (APA), the Florida Department of Education, and the National Association of School Psychologists (NASP), which has authorized it as a "Nationally Recognized" Program.

The Educational Specialist in School Psychology (Ed.S.) program is a 112-credit program that teaches students how to serve children and adolescents’ educational and social-emotional needs as school psychologists. School psychologists frequently work in school settings, providing assessment, intervention, and consultation services to students, teachers, and parents.

The educational specialist program is a 3 year, full-time program comprised of two years of coursework and practicum and a third year of an internship. In their first year, students take courses in the scientific foundations of the practice of school psychology, including:

• human learning
• development during early childhood, middle childhood, and adolescence
• child and adolescent psychopathology
• individual differences
• culturally responsive practice
• families
• research methods
• statistics and measurement

The second year is designed to be an integrated, on-site practicum experience at the University. Under the supervision of faculty, students provide direct and indirect services to children and adolescents ranging in age from infancy to 18. Students learn to:

• administer and interpret intellectual, cognitive, academic, and neuropsychological tests
• assess social and emotional functioning and adaptive behaviour
• interview parents, children, and teachers
• observe children in the classroom
• test clinical hypotheses
• generate recommendations for interventions
• write psychological reports
• provide oral feedback and consultation
• provide one-on-one counselling to children and their families in the School Psychology training clinic
• implement individual and group interventions in schools

The entire third year is designed as a field-based internship in the schools. In this 1,200-hour experience, interns are supervised by certified school psychologists but they also receive additional supervision once a week at the UW.

The school psychology program at Syracuse University is accredited by the American Psychological Association. The Ph.D. requires a minimum of 90 credits of coursework and a series of Milestones. Seven course areas are mandated by NYSED and students do not have the option of substituting courses in place of mandated courses.

In addition to the required coursework, all students must complete the following milestones:

• Master’s Thesis: All students are required to complete a Master’s thesis upon completion of approximately 30 hours of graduate work unless they enter the program with a completed thesis or a Master’s degree. Students who completed a Master’s thesis elsewhere will be required to complete a pre-doctoral project instead of the Master’s thesis. 
• Comprehensive Exam: The comprehensive exam includes two levels: 1) professional examination assessing broad and general preparation for entry-level practice; and 2) integrative program examination assessing research preparation and broad and general preparation for the recognized specialty practice. 
• Dissertation: All students are required to complete a doctoral dissertation, and their doctoral dissertation proposal must be defended prior to beginning the pre-doctoral internship.
• Internship: The internship is a year-long, organized training program that is designed to provide students with a planned, programmed, sequence of training experiences associated with the practice of psychology and is satisfactory in quality, breadth, scope, and nature.

Students in the program are prepared to do research and practice to address the needs of children and youth in settings such as schools and other related ones. The program is dedicated to giving students a top-notch doctoral education that equips them to work with parents, teachers, and other direct care providers to directly and indirectly satisfy the needs of children and youth. The program also provides a broad and all-encompassing doctoral education and training, which includes training in health service psychology (HSP). The curriculum follows the model of scientist-practitioner training. The program's main objective is for students to comprehend the fundamentals of scientific investigation and to use these concepts while making professional decisions.