Recruitment and Retention in School Psychology: Perspectives from Students

Abstract

Research regarding retention and recruitment practices in school psychology programs is scarce from a student perspective. There is also a lack of information on how certain historically marginalized groups–specifically BIPOC students, students with disabilities, and LGBTQ+ students–feel about retention and recruitment in school psychology programs. Survey data from school psychology student participants (N=661) were analyzed for demographic and descriptive data. Group differences by racial identity, disability status, and LGBTQ+ identity were analyzed using a two-tailed t-test statistic. The study results provide evidence that is both in favor and contradictory to existing literature. School psychology students generally choose programs based on location, financial support, and program cost. If participants considered leaving their programs, it was typically based on a lack of faculty support and mentorship. Group responses varied, though statistically significant differences for recruitment were shown for the representation of diversity/inclusion on websites, location, financial assistance, faculty research topics, program climate, and mentor advice. Statistically significant differences in retention were found for lack of faculty support, lack of program support, lack of peer support, and microaggressions. The findings from the study are significant as they allow program faculty and institutions to understand that there are practical reasons for diversifying school psychology programs. Findings also confirm that students who have been historically marginalized are more at risk of leaving programs than their majority counterparts.