Educational Psychology

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School Psychology Ph.D.

Become a leader in helping schools and communities succeed

Accredited by APA and approved by NASP/NCATE, the doctoral program in school psychology prepares you to become a leader in the field of school psychology. 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, staff, and families in schools, or work with children and youth in other settings as a licensed psychologist.

Careers

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. The program emphasizes preparation of future faculty, so all students are trained not only as researchers, but in higher education teaching, supervision, and mentoring.

School psychologists:
in-demand and well-compensated

  • 100% of our students are fully funded and employed after graduation*
  • 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

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

Coursework

School psychology Ph.D. students generally complete 4 years of coursework and dissertation, followed by a year-long internship. All students are prepared to be scientist-practitioners through coursework in research methods and statistics, and the completion of a supervised research project.

More information on program goals and competencies

Tuition

Visit the College of Education and Human Development's Finance and Funding page for information on tuition.

Funding

How to apply

"I came here to study with some of the most knowledgeable school psychology faculty members in the nation."

Alaa Houri headshot

Alaa HouriPh.D. student | houri005@umn.edu

Interests: Race and culture in special education

Post-grad plans: Faculty member and instructor

Faculty

Theodore J. Christ headshot

Theodore J. Christ tchrist@umn.edu | 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 rcodding@umn.edu| 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 crcook@umn.edu

  • 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 fgmiller@umn.edu | Lab

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

Amanda Sullivan Program coordinator
asulliva@umn.edu| 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