An Initial Investigation of School Principal Perspectives on School Psychologists as Systems-Level Consultants

Understanding the existing discrepancy between school psychologist engagement in systems-level consultation and the ascribed importance of such practice is likely multifaceted. Barriers, such as time spent in assessment, limited training in consultation, and high caseloads, are known to reduce the possibilities and opportunities for school psychologist participation in systems-level consultation as discussed by Barrett et al. 2017 and Curtis et al. (2012). An underexplored potential barrier to increased school psychologist involvement in more consultative activities, especially at the systems-level, may be resistance from school administrators, such as principals, to offer and engage school psychologists in consultative opportunities. The present study sought to explore principal perceptions of school psychologist preparedness for and engagement in systems-level consultation. Results of this study suggest principals may not perceive school psychologists as having the necessary knowledge and skills to provide systems-level consultation. Additionally, a principal’s knowledge about systems-level consultation and school psychologist accessibility were found to significantly influence how often principals provided school psychologists with systems-level consultation opportunities. Results of this study may aid school psychology training programs in preparing future systems-level consultants and help current school psychologists interested in expanding their roles by entering into systems-level activities.