Addressing the shortage of school psychologists: A summative overview

The role of the school psychologist has evolved from the traditional position of psychometrician to a scientist‐practitioner who assumes a more progressive, proactive leadership position in initiating reform in the schools. This shift is guided by a changing paradigm from child deviance, or child pathology, to a collaborative, problem‐solving orientation that is characterized by a focus on interventions and altering student outcomes (Ysseldyke & Elliot, 1999). This shifting philosophy mandates that school psychologists, to serve as effective advocates for children, should focus on outcomes, employ more preventative techniques, utilize empirically supported interventions, and take an active role in initiating changes in their schools and the communities (Davis, 2001). A more preventative approach increases the role, and the necessity, of school psychologists working directly with children in special education and children not in special education. Yet, the field continues to undersupply the number of school psychologists needed to effectively meet these critical goals. The paucity of school psychologists available to serve children in the schools is reflected in the shortfalls in higher education and with practitioners (e.g., Reschly, 2000; Tingstrom, 2000). Additionally, school psychologists face disparities in gender, ethnic, and racial representation relative to the U.S. population, with the majority of school psychologists being Caucasian females (e.g., Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Thomas, 1998). This may lead to a lack of identification from the student's perspective or a deficiency of culturally sensitive methods and techniques from the school psychologist, especially in poor areas where minorities tend to be overrepresented (Steinberg, 2002). The shortage of school psychologists, especially minority school psychologists, is reaching a crisis state. To overcome this shortage, a call to action is proposed to all practicing school psychologists, trainers in higher education, professional organizations, and legislators. Taking progressive, proactive steps may involve reconceptualizing the practice of school psychology, increasing visibility of the profession, becoming more involved in politics and legislation, employing unique approaches to recruitment, utilizing technology in training programs, and actively recruiting minority candidates. The purpose of this article is to review past solutions to this problem, analyze what is currentl