School psychologist insights could improve learning for entire classrooms

In Canada, students and families wait long periods for school-based psychological assessments, reflecting broader shortages in school psychology services. The federal government projects a high risk of a national shortage of school psychologists through 2033. In Ontario's 2023-24 school year, only 26 per cent of elementary schools reported regularly scheduled access to a psychologist, while 24 per cent reported having no access at all.

School psychologists can do more than assess individual students. Colin King and Rachel Krahn, researchers at Western University's Improving Accessibility and Application in School Psychology lab, argue that their expertise extends to consulting with teachers, developing school-based prevention programs and contributing to systemic policies.

During assessment, psychologists examine a student's learning, attention, memory, executive functioning, behaviour and social-emotional functioning. They integrate data from interviews, observations and assessments to create a case formulation and write a report with recommendations for classroom changes.

King and Krahn's pilot research examined 50 psychological profiles and found many areas where student needs identified through assessment aligned with Universal Design for Learning, or UDL, an educational framework to strengthen inclusion. Common overlapping areas included options to support access to language and symbols, and ways to support executive functioning and self-regulation skills.

The researchers note that some strategies developed for students with identified differences are now understood to benefit entire classrooms. Instructional approaches for writing, assessment methods for basic skills, and positive behaviour support interventions are now considered effective universal teaching practices.

King and Krahn argue that maximizing school psychologists' knowledge to improve learning environments at scale requires a shift in practice. They point to the need for stronger relationships between psychologists and teachers, increased consultation and use of psychological knowledge to build capacity across school systems.