Addressing the School Psych Shortage: The Critical Role of Telepractice

The national shortage of school psychologists is a critical issue impacting schools across the United States.

According to the National Association of School Psychologists (NASP), the recommended ratio is one school psychologist per 500 students, yet many districts face ratios as high as one school psychologist per 1,500 students or more (State Shortages Data Dashboard, n.d.). This shortage can lead to significant delays in evaluating students and providing necessary services, ultimately affecting developmental and educational outcomes. 

Telepractice, for school psychologists, is a service delivery modality whereby a certified school psychologist provides psychological services to schools by means of modern telecommunications technology. Telepractice can help to ensure that students, families, and school communities receive necessary services that they may not otherwise be able to access. Rural communities may not have access to a school psychologist. Large urban districts may not have enough school psychologists to meet the needs of their student population.

Telepractice offers a viable solution to this shortage by expanding the reach of school psychologists beyond the geographical limitations of traditional in-person services. With services being delivered via a telepractice modality, districts can consider hiring candidates outside of their local pool of candidates. Additionally, telepractice can broaden the scope of potential candidates to those who may possess more dynamic experience and/or those possessing unique skillsets. 

By leveraging digital assessment tools, school psychologists can conduct remote assessments with fidelity. By utilizing HIPAA and FERPA-compliant videoconferencing platforms, counseling and consultations can also be conducted effectively and efficiently. There are a growing number of evidence-based assessment equivalency studies documenting that equally valid and reliable results can be obtained via telepractice. These include many mainstream direct standardized assessments, including the WISC-V, WJ-IV Cognitive and Achievement, KTEA-3, RIAS-2, and more (Hamner, Salorio, Kalb, et al., 2022; Wright, 2018a; Wright, 2018b; 2020). As evidenced during the pandemic when distance learning was commonplace, some students may thrive in a virtual environment. Moses & Sopp (2021) suggested that some students may prefer telepractice or remote learning vs. traditional in-person learning, thus potentially allowing improved session attendance.

Telepractice has been recognized by several national organizations, including NASP. NASP has released guidance and recommendations and continues to provide updates relevant to the field of telepractice. In 2017, NASP released their first guidance document for school psychology telepractice (National Association of School Psychologists, 2017). In response to the Covid-19 pandemic and related school closures across the nation, NASP released updated virtual service delivery recommendations in 2020. This document indicated that it is permissible under NASP’s ethical standards to provide services remotely that the clinician possesses the skills to deliver face-to-face, so long as the practices are appropriate (or appropriately adapted) for telepractice (Telehealth: Virtual Service Delivery Updated Recommendations, n.d.). 

The national shortage of school psychologists is a pressing challenge that demands innovative solutions to ensure that all students receive the services that they need. Telepractice presents an optimistic and practical solution to this crisis, enabling highly qualified school psychologists to extend their reach beyond geographical boundaries to support underserved communities. By embracing telepractice, schools can address the growing demand for school psychological services while maintaining the quality and integrity of those services. As the field continues to evolve, telepractice will likely play an increasingly critical role in ensuring that students across the country have access to the support that they need to thrive.

Author: Kristen M. Johnson, Ed.S., NCSP 

References:
Hamner, T., Salorio, C. F., Kalb, L., & Jacobson, L. A. (2022). Equivalency of In-Person Versus Remote Assessment: WISC-V and KTEA-3 Performance in Clinically Referred Children and Adolescents. Journal of the International Neuropsychological Society: JINS, 28(8), 835–844. https://doi.org/10.1017/S1355617721001053

Moses, R., & Sopp, T. J. (2021, March 24). School psychologists should embrace telecounseling as an option in the post-covid-19 world. National Association of School Psychologists (NASP). https://www.nasponline.org/professional-development/a-closer-look-blog/school-psychologists-should-embrace-telecounseling-as-an-option-in-the-post-covid-19-world

National Association of School Psychologists. (2017). Guidance for delivery of school psychological telehealth [Brief]. Bethesda, MD: National Association of School Psychologists.

State Shortages Data Dashboard. National Association of School Psychologists (NASP). (n.d.). https://www.nasponline.org/about-school-psychology/state-shortages-data-dashboard

Telehealth: Virtual Service Delivery updated recommendations. National Association of School Psychologists (NASP). (n.d.-b). https://www.nasponline.org/resources-and-publications/resources-and-podcasts/covid-19-resource-center/special-education-resources/telehealth-virtual-service-delivery-updated-recommendations

Wright, A. J. (2018). Equivalence of Remote, Online Administration and Traditional, Face-to-Face Administration of the Reynolds Intellectual Assessment Scales-Second edition (Online white paper). Presence Learning.

Wright, A. J. (2018). Equivalence of Remote, Online Administration and Traditional, Face-to-Face Administration of Woodcock-Johnson IV Cognitive and Achievement Tests. Archives of Assessment Psychology, 8(1), 23-35.

Wright, A. J. (2020). Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Psychological Assessment, 32(9), 809–817. https://doi.org/10.1037/pas0000939