Abstract
School psychologists are expected to have knowledge about school-based crisis response strategies at both the systems and individual levels, yet it is unknown whether and to what extent school psychology graduate training programs incorporate crisis-related content into their curricula. The current study systematically reviewed the online materials of school psychology graduate programs in the United States to examine the extent to which school psychology training programs currently incorporate crisis-related coursework, and to compare training across degree levels, geographic regions, and accreditation status. The findings highlight the gap between the potential for exposure to crises and a lack of training in school psychology programs, with fewer than half mentioning coursework related to crisis, trauma, suicide, or high-risk behavior. Recommendations include the need for increased instruction in evidence-based crisis intervention in school psychology graduate programs and making clear in program materials that students are trained in this area.
