School Psychologists in Alternative vs Mainstream Education Settings

Abstract

Increasingly, students experiencing difficulties within traditional school environments are placed in alternative education settings (AES), designed to serve students whose needs are not met within traditional school environments. AES serve many students with intensive mental health needs and trauma, many of whom come from marginalized backgrounds. Given these patterns and social justice concerns, it is critical that AES provide effective student support, rather than serve simply to contain students based on convenience. School psychologists are well-positioned to provide these supports, but little is known about their professional roles and responsibilities within AES, particularly compared to traditional settings. In the current study, school psychologists in AES engaged in assessment activities significantly less often than those in traditional settings. There were no significant differences in how often school psychologists engaged in consultation, intervention, or social justice activities. However, differences emerged when examining specific services across these domains. Given the many similarities, school psychologists may already be well-equipped to provide services in alternative settings.

Impact Statement

Many students placed in alternative education settings are not adequately supported, representing a significant social justice concern for students and families. School psychologists have the skills to provide adequate supports. Despite working in these AES less frequently, school psychologists may find their job duties and responsibilities very similar.

Keywords:

• Alternative education
• social justice
• consultation
• intervention
• assessment

ASSOCIATE EDITOR:

• Chavez Phelps

DISCLOSURE

The authors have no known conflicts of interest to disclose.

Additional information

Funding

This work was supported by the University of Massachusetts Boston.

Notes on contributors

Staci Ballard

Staci C. Ballard, MEd, is a doctoral student in the Counseling and School Psychology program at UMass Boston. Her clinical and research interests include supporting students’ social-­emotional wellness, particularly those experiencing challenges related to mental health, neurodivergence, and inequity within therapeutic school settings.

Stacy L. Bender

Stacy L. Bender, PhD, NCSP, is an associate professor in the Department of Counseling and School Psychology at UMass Boston. Her work focuses on family engagement and screening and intervention to support students’ social, emotional, and behavioral functioning in schools.

Brian Daniels

Brian Daniels, PhD, NCSP, is an assistant professor in the Department of Counseling and School Psychology in the College of Education and Human Development at the University of Massachusetts Boston. He is a Nationally Certified School Psychologist (NCSP), and a former school-based practitioner.

Caroline Fernandes

Caroline A. Fernandes, PhD, is a clinician and educator on matters related to diversity, equity and inclusion at the Manville School at the Baker Center for Children and Families. Her work focuses primarily on working with at risk youth across diagnostic severity and providing education to staff on culturally informed interventions and practices. Additionally, Dr. Fernandes is a lecturer in the Department of Psychiatry at Harvard Medical School.