School Psychology Graduate Programs

First Year Students 2019


The Specialist and Doctoral Programs in school psychology at UC offer extensive training and fieldwork, preparing highly professional psychologists to make significant contributions in child and family advocacy, and leadership in up-to-date research methods and practices. Both Programs are approved by the National Association of School Psychologists (NASP), and the doctoral program is accredited by the American Psychological Association (APA). 

Graduate Programs

School Psychology Program Diversity Statement

Consistent with the School of Human Services, the College of Education, Criminal Justice, and Human Services, and the University of Cincinnati, the School Psychology Program strives to provide a positive, safe, supportive, affirming, and welcoming program climate for all students, where everyone’s identities are seen, valued, and respected. We recognize that students with various minoritized and marginalized identities have been excluded from graduate programs and the field of school psychology. As such, we actively recruit and retain students from racially/ethnically minoritized backgrounds and with other minoritized identities. We assert that social justice advocacy is a requirement of all school psychologists, so we prepare our graduate students to demonstrate cultural humility, intentional advocacy around dismantling systems of oppression and marginalization, and critical reflection on their own identities, values, and biases. We enact our commitment to social justice, diversity, equity, and inclusion in various ways, including but not limited to:

  • Recruitment and retention of racially and ethnically minoritized students to reflect the populations of children and families we serve, resulting in students of color currently representing 33% of our students overall and 45% of students in our doctoral program;
  • Holistic review of admissions materials without requiring the GRE, limiting barriers to applications to our program;
  • Student-centered advising and mentoring;
  • Conducting research in schools to support the outcomes of racially/ethnically minoritized children and children with disabilities;
  • Integration of topics related to social justice, diversity, equity, and inclusion throughout our program curriculum, including an emphasis on promoting systems-level change;
  • Regular curriculum audits to ensure that traditionally underrepresented voices are centered in our course readings, materials, and guest speakers;
  • Providing students field-based opportunities in urban, rural, and suburban settings, and with children and families with a variety of identities;
  • Implementing evidence-based teaching practices that ensure all students’ access to the curriculum;
  • Regular program social events for all students, as well as events specifically for students of color to build community and systems of support; and
  • Seeking regular feedback from students and other stakeholders about ways that we can ensure a positive and affirming climate for all students, and racially/ethnically minoritized students in particular.

Below are links to helpful resources around social justice and anti-racism:

School Psychology Unified Antiracism Statement and Call to Action

APA Guidelines and Policy Statements - Ethnic Minority Affairs

Apology to People of Color for APA’s Role in Promoting, Perpetuating, and Failing to Challenge Racism, Racial Discrimination, and Human Hierarchy in U.S.

Trainers of School Psychologists - Race and Diversity Resources

Why Choose UC School Psychology?

  • School Psychology regularly named one of US News Best Jobs
  • 100% pass rate on national licensing exam
  • 100% employment in school psychology related positions post-graduation
  • Develop skills for evidence-based, comprehensive, and data-based school psychology practice to support the academic and social-emotional development of children
  • Learn strategies to ensure that all students have equitable access to resources and opportunities
  • Program applies an ecological, behavioral approach to assessment, prevention, and intervention
  • Both the Ed.S. and Ph.D. programs are approved by the National Association of School Psychologists (NASP)
  • The Ph.D. Program is accredited by the American Psychological Association (APA). Questions related to the doctoral program’s APA accreditation shoudl be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail:
Web: APA Accreditation - Home

  • Both programs include a course sequence verified by the Behavior Analyst Certification Board (BACB)

  • 100% of students receive tuition scholarships or Graduate Assistantships
  • 100% of doctoral students are supported with Graduate Assistantships
  • 100% placement in paid internship positions
  • School-based, real world practical experiences begin the first semester of study
  • Broad range of experiences in preschool – high school settings supporting learners from culturally diverse backgrounds
  • All students are involved in research throughout training
  • Research is applied, focused on identifying evidence-based strategies to improve students’ skills and support teachers, schools, and parents
  • Graduate students are admitted in cohorts of 12-15 and progress together
  • Five full-time faculty, all with Doctorates in School Psychology
  • Collaborative, supportive faculty and student relationships
  • The University of Cincinnati is a public research university with over 46,000 students, including over 11,000 graduate students
  • Modern, state-of-the art facilities
  • Cincinnati has been rated one of the most attractive and livable cities in the US