EdS
School Psychology
Application Deadline
Contact Information
Admission Requirements
· Application for admission to graduate study
· Honor code commitment and confidential report
· Three letters of recommendation
· Information for the CPSE Department (including a statement of intent- SPECIFIC to our program)
· Unofficial transcripts from each institution attended (Must have a Bachelors Degree or higher upon entry to the program-majors other than psychology or education are definitely considered)
· Curriculum vita or resume
· Non‐refundable application fee
· Honor code commitment and confidential report
· Three letters of recommendation
· Information for the CPSE Department (including a statement of intent- SPECIFIC to our program)
· Unofficial transcripts from each institution attended (Must have a Bachelors Degree or higher upon entry to the program-majors other than psychology or education are definitely considered)
· Curriculum vita or resume
· Non‐refundable application fee
Program Requirements
The EdS degree in school psychology prepares students to pursue credentialing as school psychologists in K–12 educational settings and is approved by the National Association of School Psychologists (NASP) through December 2026. Knowledge and competency areas include counseling (individual and group); responsive services; consultation with parents, teachers, school administrators, and other professionals; child and adolescent emotional and social needs; learning theory; promotion of healthy growth and development; prevention and early intervention; assessment leading to intervention with educational, personal/ social, career, and mental health issues; multicultural counseling; historical and educational foundations; professional roles and expectations; ethics; family and institutional systems; and research and evaluation.
This thesis program requires full-time day attendance. Students are placed in practicum early in the program. The 1200-hour internship is completed at sites where psychological and educational services are provided under the supervision of an appropriately credentialed school psychologist and a university faculty supervisor.
Requirements for Degree.
This thesis program requires full-time day attendance. Students are placed in practicum early in the program. The 1200-hour internship is completed at sites where psychological and educational services are provided under the supervision of an appropriately credentialed school psychologist and a university faculty supervisor.
Requirements for Degree.
- Credit hours: minimum 70 hours of approved course work including practica, internship, and thesis hours.
- Required courses: consult department program documents.
- Residence: full-time day attendance first two years, followed by a 1200-hour internship in a school setting.
- Examination: School Psychology PRAXIS exam and portfolio.
- Internship: see department program documents for specifics.
Program Outcomes
Domain 1: Data-Based Decision Making & Accountability
Within the context of ecological factors, school psychology students will have knowledge of varied models and methods of assessment and data collection for identifying an individual child's, group's, or program's strengths and needs; will demonstrate the ability to develop and implement effective services and programs; and will gather data to monitor progress and outcomes.
Domain 2: Consultation and Collaboration
To promote effective implementation of services, school psychology students' course work and service delivery will demonstrate knowledge and application of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods, as well as demonstrating skills to consult, collaborate, and communicate effectively with others as part of a systematic and comprehensive process of effective decision making and problem solving
Domain 3: Academic Interventions & Instructional Support
School psychology students' course work and service delivery will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
Domain 4: Mental and Behavioral Health Services and Interventions
As evidenced in their course work and service delivery, school psychology students will have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
Domain 5: School-Wide Practices to Promote Learning
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
Domain 6: Services to Promote Safe and Supportive Schools
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
Domain 7: Family and School Collaboration Services
As evidenced in course work and service delivery, school psychology students will have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
Domain 8: Equitable Practices for Diverse Student Populations
As evidenced in course work and service delivery, school psychology students will have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity.
Domain 9: Research and Program Evaluation
As evidenced in course work, service delivery, and in their thesis project, school psychology students will have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research, interpreting data in applied settings, and explaining data to parents and teachers.
Domain 10: Legal, Ethical, and Professional Practice
As evidenced in course work and service delivery, school psychology students will have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
Within the context of ecological factors, school psychology students will have knowledge of varied models and methods of assessment and data collection for identifying an individual child's, group's, or program's strengths and needs; will demonstrate the ability to develop and implement effective services and programs; and will gather data to monitor progress and outcomes.
Domain 2: Consultation and Collaboration
To promote effective implementation of services, school psychology students' course work and service delivery will demonstrate knowledge and application of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods, as well as demonstrating skills to consult, collaborate, and communicate effectively with others as part of a systematic and comprehensive process of effective decision making and problem solving
Domain 3: Academic Interventions & Instructional Support
School psychology students' course work and service delivery will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
Domain 4: Mental and Behavioral Health Services and Interventions
As evidenced in their course work and service delivery, school psychology students will have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
Domain 5: School-Wide Practices to Promote Learning
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
Domain 6: Services to Promote Safe and Supportive Schools
As evidenced in course work and service delivery, school psychology students will have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
Domain 7: Family and School Collaboration Services
As evidenced in course work and service delivery, school psychology students will have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning and mental health; and strategies to develop collaboration between families and schools.
Domain 8: Equitable Practices for Diverse Student Populations
As evidenced in course work and service delivery, school psychology students will have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity.
Domain 9: Research and Program Evaluation
As evidenced in course work, service delivery, and in their thesis project, school psychology students will have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research, interpreting data in applied settings, and explaining data to parents and teachers.
Domain 10: Legal, Ethical, and Professional Practice
As evidenced in course work and service delivery, school psychology students will have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
Program Stats
Characteristics of Students from Past Academic Year
Total Students
58.0
International
4.0
Male
15.0
Female
43.0
LDS
56.0
BYU Undergraduate
19.0
Five Year Average of Graduated Students
Average Years to Degree
1.89
Graduated Per Year
18.2
GMAT Quantitative Percentile
67.5
Five Year Average of Admitted Students
Applied Per Year
19.8
Admitted Per Year
14.2
Percent Admitted
71.72
Average GPA
3.63
Courses and Faculty