Abstract
Training future school psychologists can be more accessible and inclusive with the use of technology. The school psychologist shortage is widespread and must be addressed with a multipronged approach. One factor is the shortage of training programs available to place-bound rural and diverse potential candidates. This study examined the efficacy of a blended synchronous learning environment (BSLE) training model with both in-person and remote (online) students. This training model utilized technology in pedagogy and student support to provide high-quality training experiences in an inclusive, relationship-based cohort model. This study analyzed quantitative and qualitative data from 50 school psychology graduate students, 19 of whom were remote, at a NASP-approved higher education institution in the Midwest. Researchers analyzed data from a student BSLE experiences survey as well as existing programmatic demographic, retention, comprehensive evaluation, and supervisor rating data. Results indicated positive outcomes and high levels of satisfaction and success regardless of modality and serve as an effective starting point for more in-depth longitudinal research about blended synchronous training models. Results from this study provide evidence for the promise of this model in using technology and BSLE for increasing practitioners in underserved communities.