The Role of Graduate Educator Preparation Programs in Building Capacity for underserved differences

Year: 2025

Issue: Vol. 41 Issue. 1

Journal Name: School Psychology Training and Pedagogy

Title: The Role of Graduate Educator Preparation Programs in Building Capacity for Underserved Districts

Citation: Camacho, K., Torres, A., Whitcomb, S., & Pannozzo, P. (2025) The Role of Graduate Educator Preparation Programs in Building Capacity for Underserved Districts. School Psychology Training and Pedagogy, 41 (1), 27-39.  

Abstract: We surveyed 324 school psychologists in one state in the Northeast United States to identify factors that could influence their decision to accept employment in underserved districts and strategies that graduate educators could use to encourage graduate students to accept employment in underserved districts once they graduate from their training programs. Results indicate that pay and benefits combined with the role that the school psychologist has within the district are critical factors when determining place of employment. Other factors that influence employment decisions include being able to maintain a work-life balance, having access to adequate resources, having a positive school climate, and believing that one could make a difference in a school system. Respondents indicated that graduate programs could support students in taking positions in underserved districts by facilitating practicum and internship opportunities in these districts, providing training and mentorship opportunities, offering financial incentives, having discussion about underserved districts, discussing the role of the school psychologist, and working to improve confidence to take positions in underserved communities. The implications that these findings have for graduate trainers will be discussed.

Keywords: school psychologist shortages, underserved school districts

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